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Prosiding SEMNAS KBSP IV 2016
Susunan Panitia Seminar Nasional Kajian Bahasa, Sastra, dan Pengajarannya (SEMNAS KBSP) IV 2016 Program Magister Pengkajian Bahasa Pascasarjana Universitas Muhammadiyah Surakarta Surakarta, 14 April 2015 Ketua: Prof. Dr. Markhamah, M.Hum. Sekretaris: Yunus Sulistyono, S.S., M.A. Bendahara: Baroroh Rina Trilistiyowati Seksi Sidang: Prof. Dr. Endang Fauziati, M.Hum. Prof. Dr. Ali Imron Al Maruf Prof. Dr. Abdul Ngalim, M.Hum. Konsumsi: Meta Putri Perlengkapan: Aris Yunanto, S.E. Joko Sarjono, S.E. Restu Febriantura Anggota: Dr. M. Thoyibi, M.Hum. Dra. Atiqa Sabardila, M.Hum. Dr. Dwi Harjanti, M.Hum. Dr. Muamaroh, M.Hum. iii Jadwal Kegiatan SEMNAS KBSP IV 2016 SEMINAR NASIONAL KAJIAN BAHASA, SASTRA, DAN PEMBELAJARANNYA “Analisis Wacana Kritis dalam Kajian Bahasa dan Sastra” Universitas Muhammadiyah Surakarta Kamis, 14April 2016 Ruang Seminar Pascasarjana (Lt. 5) No. Acara 1. Pendaftaran Ulang 2. Pembacaan Al quran, menyanyikan lagu Indonesia Raya, Prakata panitia, dan doa Pelaksana Panitia Kaprodi dan Panitia No. Pemakalah Utama Instansi Tema 1. Prof. Riyadi Santosa, Ph.D. 2. Dr. Triwiratno Universitas Sebelas Maret Universitas Sebelas Maret Linguistik Sistemik Fungsional dalam Analisis Wacana Kritis Pengembangan Kurikulum dan Materi Ajar Berbasis Linguistik Sistemik Fungsional Waktu 07.30 – 08.30 08.30 – 08.45 Pembaca Al quran: Dwi Ilmiani Dirigen: Dr. Muamaroh PLENO1 Sesi diskusi dan tanya-jawab Waktu Presentasi 08.45 – 09.30 09.30 – 10.15 Moderator Prof. Dr. Markhamah, M.Hum. Penanggung Jawab Ruangan Yunus Sulistyono 10.15 – 10.50 Kelompok A Ruang 4.2 (Lt. 4) PARALEL 1 No. Pemakalah Pendamping 1 2. Dewi Muliasari Mar'atus Solihah Instansi Judul Universitas Muhammadiyah Surakarta AN ANALYSIS OF THE TYPES OF READING QUESTION IN THE TEXTBOOK “BRIGHT” FOR THE SEVEN GRADE STUDENT OF JUNIOR HIGH SCHOOL PUBLISHED BY ERLANGGA al-qalb in the holy Qur'an and its Universitas iv Waktu Moderator Presentasi 11.00 – 11.10 Dr. Mauli Hikmat Halwat 11.10 – 11.20 Penanggung Jawab Ruangan Mar'atus Solihah Tugas: (1) Mengondisikan ruangan (2) Menyiapkan laptop dan LCD 3. Muvid Bayhaqi 4. Andita Destiana Winahyu Muhammadiyah Surakarta Universitas Muhammadiyah Surakarta Universitas Muhammadiyah Surakarta implication for character education THE REFLECTION OF WOMAN EMANCIPATION IN FATIMA MERNISSI’S DREAM OF TRESPASS (1994): A FEMINIST APPROACH OPTIMIZING STUDENTS’ JOURNAL TO ENHANCE STUDENTS’ MOTIVATION IN LEARNING ENGLISH Sesi diskusi dan tanya-jawab Istirahat, Sholat, dan Makan Siang (3) Mencatat notulensi 11.20 – 11.40 11.40 – 11.50 11.50 – 12.15 12.15 – 13.00 PARALEL 2 5. Taufiq Uddhanawati SMP Negeri 1 Tawangsari 6. Nanik Nurwani Universitas Muhammadiyah Surakarta Universitas Muhammadiyah Surakarta 7. Hukma Darojati 8. Bahrudin Adi Nugroho Universitas Muhammadiyah Surakarta 9. Ika Mufidatul Hasanah Universitas Muhammadiyah Surakarta Peningkatan Keteramudhpilan Membaca Dan Menganalisis Unsur Intrinsik Cerpen Dengan Pendekatan Kontekstual Pada Siswa Kelas IX D SMP N 1 Tawangsari ANALISIS CAMPUR KODE PADA IKLAN 13.00 – 13.10 Dr. Mauli Hikmat Halwat LEXICAL ANALYSIS IN THE NOBLE QUR’AN SURAH AN-NISA VERSE 34 INTERPRETED BY Dr. MUHAMMAD TAQIUDDIN Al-HILALI, Ph.D. 13.20 – 13.40 ANALISIS PENGGUNAAN DISFEMIA PADA RUBRIK GAGASAN SURAT KABAR SOLOPOS EDISI NOVEMBER 2014 AN ANALYSIS ON SWEARWORDS USED BY INSTAGRAM USERS 13.40 – 13.50 Sesi diskusi dan tanya-jawab 13.10 – 13.20 Mar'atus Solihah Tugas: (1) Mengondisikan ruangan (2) Menyiapkan laptop dan LCD (3) Mencatat notulensi 13.50 – 14.00 14.00 – 14.20 Kelompok B Ruang 4.3 (Lt. 4) PARALEL 1 No. Pemakalah 1. AGUSTINA PUTRI Instansi Judul Universitas DISFEMIA DALAM DUNIA v Waktu Moderator Presentasi 11.00 – 11.10 Dr. Muamaroh Penanggung Jawab Ruangan Risti Yani REISTANTI Muhammadiyah Surakarta Universitas Muhammadiyah Surakarta 2. Wahyu Hestiany 3. Dyah Retno Nursanti Universitas Muhammadiyah Surakarta 4. Risti Yani Rahmawati Universitas Muhammadiyah Surakarta OLAHRAGA Rahmawati MATERIALISTIC LADY REFLECTED IN JAKE KASDAN’S BAD TEACHER MOVIE (2011): AN INDIVIDUAL PSYCHOLOGICAL APPROACH MATERIAL DESIGN OF ENGLISH TEXTBOOK BAHASA INGGRIS SMA KELAS X TO IMPROVE STUDENT’S COMMUNICATIVE COMPETENCE: CONTENT ANALYSIS THE FUNCTION OF HEDGING DEVICES USED IN “ROOM FOR DEBATE” POSTED IN NEW YORK TIMES ONLINE WEBSITE Sesi diskusi dan tanya-jawab Istirahat, Sholat, dan Makan Siang 11.10 – 11.20 11.20 – 11.40 Tugas: (1) Mengondisikan ruangan (2) Menyiapkan laptop dan LCD (3) Mencatat notulensi 11.40 – 11.50 11.50 – 12.15 12.15 – 13.00 PARALEL 2 5. Pujiana Masitha 6. HANIF SAFIKA RIZKY 7. Muhammad Zaki Aditama 8. LUTHFI YULIDAR 9. Hikmah Pravitasari Universitas Muhammadiyah Surakarta Universitas Muhammadiyah Surakarta Universitas Muhammadiyah Surakarta Universitas Muhammadiyah Surakarta Universitas Muhammadiyah Surakarta TABOO LANGUAGE IN INTERNET MEME 13.00 – 13.10 Dr. Muamaroh Risti Yani Rahmawati INTERLANGUAGE PRAGMATICS OF SUGGESTION BY INDONESIAN EFL LEARNERS PERCEPTION OF IMPOLITENESS BY INDONESIAN EFL LEARNERS 13.10 – 13.20 IMPOLITENESS STRATEGIES USED IN DAILYMAIL’S COMMENTS 13.40 – 13.50 Tugas: (1) Mengondisikan ruangan (2) Menyiapkan laptop dan LCD (3) Mencatat notulensi DEVELOPING SUPPLEMENTARY ENGLISH MATERIAL BASED ON PROJECT-BASED LEARNING FOR NURSING STUDENTS OF MEDICAL DEPARTMENT OF SMK CITRA SEMESTA INDONESIA YOGYAKARTA 13.50 – 14.00 Sesi diskusi dan tanya-jawab 13.20 – 13.40 14.00 – 14.20 vi Kelompok C Ruang 4.4 (Lt. 4) PARALEL 1 No. Pemakalah 1. Linda Ari Wijayanti Instansi Judul Universitas Muhammadiyah Surakarta DETERMINISM AND FREEDOM REFLECTED IN DAVID NICHOLLS’S ONE DAY NOVEL (2009): A PHILOSOPHY OF DETERMINISM IMPROVING READING SKILL USING PRESENTATION, PRACTICE AND PRODUCTION TECHNIQUE IN THE FIRST YEAR OF MTs N PARON, NGAWI Need for Appreciation Reflected in Rajkumar Hirani’s 3 Idiots Movie (2009): A Humanistic Psychological Approach 2 Amin Sugiharti Universitas Muhammadiyah Surakarta 3 SRI MARTONO LANJAR SARI Universitas Muhammadiyah Surakarta 4. Oktalifa Hanna Maulina Sigit Arif Bowo Universitas Sebelas Maret ANALISIS WACANA FENOMENA LGBT PADA HARIAN KOMPAS DAN JAWA POS: PENDEKATAN MIKROSTRUKTURAL DAN MAKROSTRUKTURAL Sesi diskusi dan tanya-jawab Istirahat, Sholat, dan Makan Siang Waktu Moderator Presentasi 11.00 – 11.10 Dr. Dwi Harjanti, M.Hum. 11.10 – 11.20 Penanggung Jawab Ruangan Dwi Ilmiani Tugas: (1) Mengondisikan ruangan (2) Menyiapkan laptop dan LCD (3) Mencatat notulensi 11.20 – 11.40 11.40 – 11.50 11.50 – 12.15 12.15 – 13.00 PARALEL 2 5. Dwi Setyawan Suraji SMP NEGERI 4 CIPARI ANALISIS WACANA KRITIS DALAM PEMAKNAAN TEKS LAGU 6. Sari Rachmawati Universitas Muhammadiyah Surakarta THE USE OF CRITICIZING STRATEGIES IN ENGLISH AND JAVANESE LANGUAGES BY JAVANESE EFL LEARNERS: A COMPARATIVE STUDY 7. Gallant Karunia Assidiq Universitas Muhammadiyah Surakarta ANALISIS WACANA PIDATO PRESIDEN JOKO WIDODO PADA PERINGATAN HARI GURU NASIONAL TAHUN 2015 vii 13.00 – 13.10 Dr. Dwi Harjanti, M.Hum. 13.10 – 13.20 13.20 – 13.40 Dwi Ilmiani Tugas: (1) Mengondisikan ruangan (2) Menyiapkan laptop dan LCD (3) Mencatat notulensi 8. Dwi Ilmiani Universitas Muhammadiyah Surakarta English Department THE HUNGER GAMES SEBAGAI KRITIK ATAS DOMINASI PENGUASA DALAM MENGENDALIKAN MEDIA UNTUK MEMPENGARUHI POLA PIKIR MASYARAKAT 13.40 – 13.50 9. Putri Sulistyo Hernasari Universitas Muhammadiyah Surakarta AMBITION OF MINKE REFLECTED AT PRAMOEDYA ANANTA TOER’S NOVEL THIS EARTH OF MANKIND (1975): A PSYCHOANALYTIC APPROACH 13.50 – 14.00 Sesi diskusi dan tanya-jawab 14.00 – 14.20 Kelompok D Ruang 4.5 (Lt. 4) PARALEL 1 No. Pemakalah 1. Yakub Nasucha Instansi Judul Universitas Muhammadiyah Surakarta PEMBELAJARAN TEKS EKSPOSISI DENGAN PENULISAN BERANTAI DALAM METODE JIGSAW A Study on the Effect of Multilingual Repertoire on Speaking in Three Universities in Metro City, Lampung – Indonesia PENINGKATAN KETERAMPILAN MEMBACA PEMAHAMAN DENGAN MODEL WORD SQUARE PADA SISWA KELAS III SD NEGERI 8 PURWODADI KABUPATEN GROBOGAN TAHUN AJARAN 2015/2016 PERANAN PEMBELAJARAN SASTRA BAHASA INGGRIS (FOLKLORE AND SONG) DI KELAS X SMK DALAM KURIKULUM 2013 TERHADAP KEMAMPUAN PESERTA DIDIK SMK 2. Nurul Aini Universitas Muhammadiyah Surakarta 3. Indra Hermarita Universitas Muhammadiyah Surakarta 4. PITOYO MEIYONO Universitas Muhammadiyah Surakarta viii Waktu Moderator Presentasi 11.00 – 11.10 Yakub Nasucha, M.Hum. 11.10 – 11.20 11.20 – 11.40 11.40 – 11.50 Penanggung Jawab Ruangan PITOYO MEIYONO Tugas: (1) Mengondisikan ruangan (2) Menyiapkan laptop dan LCD (3) Mencatat notulensi Sesi diskusi dan tanya-jawab Istirahat, Sholat, dan Makan Siang 11.50 – 12.15 12.15 – 13.00 PARALEL 2 5. Akhadiyatus Sholihah TS Universitas Muhammadiyah Surakarta Universitas Muhammadiyah Surakarta LEARNING STYLE PREFERENCES OF YEAR X STUDENTS IN SMA UII 13.00 – 13.10 Yakub Nasucha, COMPARATIVE ERROR ANALYSIS IN THE UNIVERSITY STUDENTS 13.10 – 13.20 A COMPARATIVE STUDY OF ERROR ANALYSIS IN WRITING NARRATIVE TEXTS MADE BY JUNIOR, SENIOR AND UNIVERSITY STUDENTS IMPROVING STUDENTS’ SPEAKING SKILL THROUGH RETELLING TECHNIQUE USING MOVIE (A Classroom Action Research at the Eight Grade of SMP Negeri 2 Grogol In 2013/2014 Academic Year) Makna Ideasional dalam Sajak-Sajak Chairil Anwar Bertema Patriotik 13.20 – 13.40 6. Hestuningtyas Maharani Perdana 7. Dwi Agung Kurniawan Universitas Muhammadiyah Surakarta 8. Rifqi Syafiatul Hidayah Universitas Muhammadiyah Surakarta 9. Danang Try Purnomo IAIN Surakarta Sesi diskusi dan tanya-jawab M.Hum. PITOYO MEIYONO Tugas: (1) Mengondisikan ruangan (2) Menyiapkan laptop dan LCD (3) Mencatat notulensi 13.40 – 13.50 13.50 – 14.00 14.30 – 15.00 Kelompok E Ruang 4.6 (Lt. 4) PARALEL 1 No. 1. Pemakalah Yeti Rochmah Hidayati 2. Wahyuningtyas Siti Hajar 3. Ali Sofyan Instansi Universitas Muhammadiyah Surakarta Universitas Muhammadiyah Surakarta Universitas Muhammadiyah Judul Designing English Syllabus for Accounting Department Economic Faculty of STIE Muhammadiyah Cilacap in Academic Year 2013/2014 Differences Using and Without Feely Game in Written Report Texts STUDI TENTANG PENGAJARAN ENGLISH FOR SPECIFIC PURPOSES ix Waktu Moderator Presentasi 11.00 – 11.10 Prof. Dr. Ali Imron 11.10 – 11.20 11.20 – 11.40 Penanggung Jawab Ruangan Zainal Ariffin Tugas: (1) Mengondisikan ruangan (2) Menyiapkan laptop dan LCD (3) Mencatat notulensi Surakarta 4. Any Rahmawati IAIN Surakarta PADA SISWA JURUSAN MESIN SMK NEGERI 1 MIRI, SRAGEN Improving Students’ Writing Ability on Recount Text by Using Scrambled Sentences (Classroom Action Research at The Eight Grade Students of MTs N 2 Surakarta) Sesi diskusi dan tanya-jawab Istirahat, Sholat, dan Makan Siang 11.40 – 11.50 11.50 – 12.15 12.15 – 13.00 PARALEL 2 5. Retno Winarni Universitas Muhammadiyah Surakarta 6. Nur Muaddatunikmah Universitas Muhammadiyah Surakarta 7. Linna Marngatun Muflikhah Universitas Muhammadiyah Surakarta 8. HARSITI HELEN PADANG RAHAYU Universitas Muhammadiyah Surakarta 9. Zainal Ariffin MTs PPMI Assalaam Sukoharjo PEMBELAJARAN BAHASA &SASTRA INDONESIA BERBASIS LINGUISTIK FUNGSIONAL SISTEMIK PADA MATERI TEKS EKSPLANASI BUKU SISWA KURIKULUM 2013 KELAS XI SEMESTER 2 AGAINST GENDER DISCRIMINATION IN TRACIE PETERSON AND JUDITH MILLER’S NOVEL A TAPESTRY OF HOPE (2004): FEMINIST APPROACH 13.00 – 13.10 Prof. Dr. Ali Imron IMPROVING STUDENTS’ SPEAKING SKILL THROUGH DISCUSSION IN GRADE XI OF SMA MUHAMMADIYAH 5 JATEN 2012/2013 ACADEMIC YEAR FEMALE VIOLENCE REFLECTED AT NAWAL EL SAADAWI ‘S WOMEN AT POINT ZERO (1983): A FEMINIST APPROACH English Communication Competency Improvement on Spoken and Written Narrative Text through “VCD Cutting” media at MTs PPMI Assalaam Sukoharjo 13.20 – 13.40 Sesi diskusi dan tanya-jawab 13.10 – 13.20 13.40 – 13.50 13.50 – 14.00 14.00 – 14.20 Kelompok F Ruang 4.9 (Lt. 4) x Zainal Ariffin Tugas: (1) Mengondisikan ruangan (2) Menyiapkan laptop dan LCD (3) Mencatat notulensi PARALEL 1 No. 1. Pemakalah Alif Okta Shofia 2. Nur Kafifah 3. Dinar Setiyani 4. Zaenul Wafa Instansi Universitas Muhammadiyah Surakarta Universitas Muhammadiyah Surakarta Universitas Muhammadiyah Surakarta Universitas Muhammadiyah Surakarta Judul LEARNING STRATEGIES TO DEVELOP SPEAKING SKILL: A CASE STUDY OF GOOD ORAL COMPETENT STUDENTS OF MADRASAH ALIYAH NEGERI KARANGGEDE The Correlation between Linguistic Intelligence and Students’ Narrative Performance at Stain Jurai Siwo Metro STUDENTS’ CAPABILITY IN UNDERSTANDING DESCRIPTIVE TEXT AT THE SECOND YEAR STUDENTS OF SMP N 1 JUWANGI BOYOLALI IN 2012/2013 ACADEMIC YEAR Teachers’ Beleifs and Practices of English Teaching : A Case study at MTs.N Jeketro Sesi diskusi dan tanya-jawab Istirahat, Sholat, dan Makan Siang Waktu Moderator Presentasi 11.00 – 11.10 Dr. Abdillah Nugroho 11.10 – 11.20 11.20 – 11.40 Penanggung Jawab Ruangan Jamaluddin Ahmad Tugas: (1) Mengondisikan ruangan (2) Menyiapkan laptop dan LCD (3) Mencatat notulensi 11.40 – 11.50 11.50 – 12.15 12.15 – 13.00 PARALEL 2 5. Wahyu Purnaningtyas Universitas Muhammadiyah Surakarta 6. Lelly Puji Lestari MTsN Sragen 7. Beny Husodo Universitas Muhammadiyah Surakarta ENGLISH TASKS FOR COMMUNICATIVE COMPETENCE DEVELOPMENT: A CONTENT ANALYSIS OF WHEN ENGLISH RINGS A BELL FOR JUNIOR HIGH SCHOOL BASED ON CURRICULUM 2013 PEMBELAJARAN BAHASA INGGRIS SMP/MTs BERBASIS TEXT DAN PENDEKATAN SCIENTIFIC DALAM KURIKULUM 2013 INTERLANGUAGE PHONETICS OF JAVANESE STUDENTS OF ENGLISH xi 13.00 – 13.10 Dr. Anam Sutopo 13.10 – 13.20 13.20 – 13.40 Jamaluddin Ahmad Tugas: (1) Mengondisikan ruangan (2) Menyiapkan laptop dan LCD (3) Mencatat notulensi 8. Azizah Mustafalia Universitas Muhammadiyah Surakarta 9. Jamaluddin Ahmad SMP Muhammadiyah 10 Surakarta Penerapan Metode Cooperative Language Learnig pada pembelajaran Bahasa Inggris SMP Berbasis Linguistik Fungsional Sistematik ANALISIS WACANA KRITIS PADA TAJUK EKSEKUSI MATI GEMBONG NARKOBA DI SURAT KABAR HARIAN JAWA POS EDISI APRIL 2015 Sesi diskusi dan tanya-jawab 13.40 – 13.50 13.50 – 14.00 14.00 – 14.20 Kelompok G Ruang 4.10 (Lt. 4) PARALEL 1 No. 1. 2. Pemakalah Yunus Sulistyono Margono Sri Sumarsih Depi Endang Sulastri BAYU INDRAYANTO 3. ROMADHANI WULANDARI 4. Rosyida Tyas Wahdati Instansi Judul Universitas Muhammadiyah Surakarta DIKSI DALAM WACANA BERITA DUKA (KAJIAN TERHADAP RUBRIK OBITUARI HARIAN KOMPAS) UNIVERSITAS WIDYA DHARMA KLATEN Universitas Muhammadiyah Surakarta MTs Negeri Tanon VERBA LOKATIF DALAM KALIMAT TUNGGAL BAHASA JAWA (Kajian Struktur Sintaksis) Lingistik Sistemik Fungsional dan Pengkajian Variasi Bahasa dalam Terjemahan Al-Qur’an dan Hadist IMPLEMENTASI CONTEKSTUAL TEACHING AND LEARNING (CTL) DALAM PENGAJARAN TEKS PROSEDUR (PROCEDURE TEXT) PADA MATA PELAJARAN BAHASA INGGRIS DI MTs Sesi diskusi dan tanya-jawab Istirahat, Sholat, dan Makan Siang Waktu Moderator Presentasi 11.00 – 11.10 Yunus Sulistyono, M.A. 11-10 – 11.20 11.20 – 11.40 Penanggung Jawab Ruangan Anindya Nurul Kusuma Dewi Tugas: (1) Mengondisikan ruangan (2) Menyiapkan laptop dan LCD (3) Mencatat notulensi 11.40 – 11.50 11.50 – 12.15 12.15 – 13.00 PARALEL 2 5. Anggia Suci Pratiwi Universitas Muhammadiyah Tasikmalaya ANALISIS TRANSITIVITAS NOVEL L'ETERNITA DI ROMA (LDR) DAN CINTA SELAMANYA: PERSPEKTIF LINGUISTIK SISTEMIK xii 13.00 – 13.10 Yunus Sulistyono, M.A. Anindya Nurul Kusuma Dewi 6. Ichsan Yunianto Nuansa Putra Jabrohim Universitas Muhammadiyah Surakarta 7. Rudi Dwi Purwanto Universitas Muhammadiyah Surakarta 8. Dian Laila Rohmawati Universitas Muhammadiyah Surakarta 9. Anindya Nurul Kusuma Dewi Universitas Muhammadiyah Surakarta FUNGSIONAL AKTAN DAN STRUKTUR FUNGSIONAL NOVEL TERATAK KARYA EVI IDAWATI DALAM PERSPEKTIF A.J. GREIMAS: Kajian Struktural ANALISIS PROSES MORFOLOGIS PADA KOLOM SEPAK BOLA DI KORAN HARIAN SOLOPOS EDISI NOVEMBER 2014 Improving students' reading comprehension trough paired storytelling to eight grade students of SMP N 1 Mojogedang The Etiquette Reflected in Jane Austen's Works Sesi diskusi dan tanya-jawab Tugas: (1) Mengondisikan ruangan (2) Menyiapkan laptop dan LCD (3) Mencatat notulensi 13.10 – 13.20 13.20 – 13.40 13.40 – 13.50 13.50 – 14.00 14.00 – 14.20 Kelompok H Ruang 4.11 (Lt. 4) PARALEL 1 No. Pemakalah Instansi Judul Waktu Presentasi Moderator Penanggung Jawab Ruangan PARALEL 2 1. Vilya Lakstian Catra Mulia Akademi Bahasa Asing Harapan Bangsa, Indonesia 2. Iwan Suhardi Universitas Negeri Makassar Fakultas Teknik 3 Ellen Andriyani Universitas Muhammadiyah Surakarta APPLYING ACTIVE LISTENING SKILL FOR STUDENTS’ LISTENING ASSESSMENT BY SYSTEMIC FUNCTIONAL LINGUISTICS APPROACH Pengembangan Bank Soal Mata Pelajaran Bahasa Indonesia di Sekolah Lanjutan Tingkat Atas dengan Tampilan Multimedia Berbasis Computerized Based Testing 11.00 – 11.10 Atiqa Sabardila, M.Hum. THE INFLUENCE OF SHOOPING LIST GAME TOWARDS STUDENTS’ VOCABULARY 11.20 – 11.40 xiii 11.10 – 11.20 Mohammad Ali Yafi Tugas: (1) Mengondisikan ruangan (2) Menyiapkan laptop dan LCD (3) Mencatat notulensi MASTERY AT THE SECOND SEMESTER OF THE SEVENTH CLASS AT MTS RAUDLATUL JANNAH NATAR LAMPUNG SELATAN IN 2013/2014 4. Tutik Wahyuni Univet Sukoharjo PENERAPAN MATERI AJAR WACANA BAHASA INDONESIA BERBASIS KONTEKSTUAL UNTUK MAHASISWA PROGRAM STUDI PENDIDIKAN BAHASA DAN SASTRA INDONESIA Sesi diskusi dan tanya-jawab Istirahat, Sholat, dan Makan Siang 11.40 – 11.50 11.50 – 12.15 12.15 – 13.00 PARALEL 2 5. Syarif Hidayat Universitas Indonesia 6. Sekar Nugraheni Universitas Muhammadiyah Surakarta Universitas Negeri Malang 7. Degita Danur Suharsono 8. Sri Puji Rahayuningsih SMP NEGERI 1 SUKOHARJO 9. Mohammad Ali Yafi Universitas Muhammadiyah Surakarta Prasangka New York Times terhadap Hamas: Sebuah Analisis Wacana Kritis Analisis Wacana Kritis 13.00 – 13.10 Atiqa Sabardila, M.Hum. 13.10 – 13.20 Interaksi Simbolik dalam Wacana Kelas 13.20 – 13.40 ANALISIS TEKS PADA SILABUS BAHASA INGGRIS KELAS VII BERDASARKAN IMPLEMENTASI KURIKULUM 2013 A TRANSLATION ANALYSIS OF INDEPENDENT CLAUSE IN THE HUNGER GAMES AND ITS TRANSLATION 13.40 – 13.50 Sesi diskusi dan tanya-jawab Mohammad Ali Yafi Tugas: (1) Mengondisikan ruangan (2) Menyiapkan laptop dan LCD (3) Mencatat notulensi 13.50 – 14.00 14.00 – 14.20 Ruang Sidang Pascasarjana (Lt. 5) PLENO 2 No. 1. Pemakalah Prof. Dr. Endang Fauziati Instansi Universitas Tema Pembelajaran Bahasa dan Sastra Berbasis xiv Waktu Presentasi 14.30 – 15.30 Moderator Prof. Dr. Abdul Penanggung Jawab Ruangan Yunus Sulistyono Muhammadiyah Linguistik Sistemik Fungsional di SD, Surakarta SMP, SMA, dan PT Sesi diskusi dan tanya-jawab Pengambilan Sertifikat xv Ngalim, M.Hum. 15.30 – 16.00 16.00 – selesai Kata Pengantar Alhamdulillahirabil’alamin. Ucapan syukur kepada Allah SWT sebagai wujud syukur atas terselenggaranya Seminar Nasional Kajian Bahasa, Sastra, dan Pengajarannya (SEMNAS KBSP) IV 2016 dengan tema “Analisis Wacana Kritis dalam Kajian Bahasa dan Sastra”. Seminar nasional ini diselenggarakan oleh Program Magister Pengkajian Bahasa, Sekolah Pascasarjana, Universitas Muhammadiyah Surakarta bekerja sama dengan Balai Bahasa Jawa Tengah sebagai agenda tahunan. Seminar ini diharapkan mampu memberi kontribusi terhadap peningkatan kualitas kajian bahasa, sastra, dan pengajarannya. Penyelenggaraan seminar ini berpijak pada latar belakang bahwa bahasa memiliki fungsi yang sangat penting bagi masyarakat pemakainya. Bahasa digunakan dalam berkomunikasi dan berinteraksi antara sesama masyarakat sekitar, seetnik, sebangsa, bahkan sedunia. Dalam fungsinya yang kompleks itu munculah fenomena pemakaian bahasa yang kompleks juga. Kompleksitas itu mengarahkan, mengajak, menggelitik, dan mendorong para ilmuwan untuk mengkajinya sehingga memunculkan berbagai paradigma, teori, dan paham yang beragam pula. Muncullah teori linguistik struktural, transformasional, relasional, tagmemik, fungsional, dan lain-lain. Salah satu teori linguistik yang urgen untuk dikaji adalah analisis wacana kritis, baik dalam ranah pemaknaan teks maupun linguistik sistemik fungsional. Dikatakan urgen karena banyaknya teks yang memiliki berbagai latar belakang dan konteks, baik itu dalam pembelajaran Bahasa Indonesia, dalam pembelajaran Bahasa Inggris di Indonesia pada Kurikulum 2013 yang berbasis genre/teks, maupun pada berbagai variasi pemakaian bahasa. Konsep kebahasaan yang mendasari pembelajaran berbasis teks adalah sistemik fungsional. Oleh karenanya, linguistik sistemik fungsional ini sangat urgen untuk dikaji dari berbagai perspektif, seperti perspektif konseptual, pembelajaran, variasi bahasa, dan perspektif penelitian. Beberapa pertanyaan berikut muncul. Bagaimana konsep dan penerapannya dalam pengembangan kurikulum, pengembangan materi ajar, dan pembelajaran Bahasa & sastra di tingkat SD, SMP, SMA, dan PT. Bagaimana kajian Bahasa dan sastra berbasis linguistik sistemik fungsional dalam berbagai variasi bahasa seperti bahasa: bisnis, politik, hukum, agama, dan IPTEK. Pertanyaan-pertanyaan ini menarik untuk dikaji agar mendapat jawabannya. Dalam seminar nasional ini kami mengundang 3 pemakalah utama dan 71 pemakalah pendamping. Ketiga pemakalah utama adalah Prof. Riyadi Santosa, Ph.D. (guru besar Universitas Sebelas Maret), Dr. Triwiratno (Universitas Sebelas Maret), dan Prof. Dr. Endang Fauziati (guru besar Universitas Muhammadiyah Surakarta). Sementara itu, ke-71 pemakalah pendamping dan para peserta seminar hadir dari berbagai wilayah di Indonesia. Para pemakalah pendamping dan peserta berasal dari beberapa instansi, diantaranya Universitas Muhammadiyah Tasikmalaya, Universitas Negeri Malang, Universitas Widya Dharma, IAIN Surakarta, Akademi Bahasa Asing Harapan Bangsa, Univet Sukoharjo, Universitas Muhammadiyah Surakarta, SMP Negeri 1 Tawangsari, SMP Negeri 4 Cipari, MTs PPMI Assalam Sukoharjo, MTs N Sragen, SMP Muhammadiyah 10 Tasikmalaya, dan MTs. Negeri Tanon, dan lain-lain. Sebagai hasil dari seminar nasional ini, makalah diterbitkan dalam bentuk prosiding dan dipublikasikan secara online dalam publikasi ilmiah UMS. Akhirnya, kami menyampaikan terima kasih atas peran serta Bapak/Ibu/Saudara, baik sebagai pemakalah maupun sebagai peserta dalam kegiatan seminar ini. Kami menyadari bahwa kegiatan ini memiliki kekurangan dan kelemahan yang berdampak pada ketidaknyamanan dalam seminar ini. Oleh karena itu, permohonan maaf kami sampaikan atas ketidaknyamanan dimaksud. Kami menerima saran dan kritik yang membangun sebagai masukan dan bahan pertimbangan demi perbaikan kegiatan serupa pada tahun-tahun mendatang. Surakarta, 14 April 2016 Ketua Program Magister Pengkajian Bahasa Prof. Dr. Markhamah, M.Hum. xvi DAFTAR ISI MAKALAH UTAMA ANALISI WACANA KRITIS (AWK): LINGUISTIK SISTEMIK FUNGSIONAL (LSF) Riyadi Santosa 1 PENGEMBANGAN KURIKULUM DA MATERI AJAR BERBASIS LINGUISTIK SISTEMIK FUNGSIONAL Dr. Tri Wiratno, M.A. 19 SYSTEMIC-FUNCTIONAL LINGUISTICS AND ITS IMPLICATION IN FOREIGN LANGUAGE TEACHING Endang Fauziati 45 MAKALAH PENDAMPING APPLYING ACTIVE LISTENING SKILL FOR STUDENTS’ LISTENING ASSESSMENT BY SYSTEMIC FUNCTIONAL LINGUISTICS APPROACH Vilya Lakstian Catra Mulia 55 PEMBELAJARAN TEKS EKSPOSISI DENGAN PENULISAN BERANTAI DALAM METODE JIGSAW Yakub Nasucha 65 THE INFLUENCE OF SHOOPING LIST GAME TOWARDS STUDENTS’ VOCABULARY MASTERY AT THE SECOND SEMESTER OF THE SEVENTH CLASS AT MTS RAUDLATUL JANNAH NATAR LAMPUNG SELATAN IN 2013/2014 Ellen Andriyani 77 A COMPARATIVE STUDY OF ERROR ANALYSIS IN WRITING NARRATIVE TEXTS MADE BY JUNIOR, SENIOR AND UNIVERSITY STUDENTS Dwi Agung Kurniawan 92 IMPROVING STUDENTS’ SPEAKING SKILL THROUGH RETELLING TECHNIQUE USING MOVIE (A Classroom Action Research at the Eight Grade of SMP Negeri 2 Grogol In 2013/2014 Academic Year) Rifqi Syafiatul Hidayah 106 DEVELOPING SUPPLEMENTARY ENGLISH MATERIAL BASED ON PROJECT-BASED LEARNING FOR NURSING STUDENTS OF MEDICAL DEPARTMENT OF SMK CITRA SEMESTA INDONESIA YOGYAKARTA Hikmah Pravitasari 116 PRASANGKA NEW YORK TIMES TERHADAP HAMAS: SEBUAH ANALISIS WACANA KRITIS Syarif Hidayat 122 LEARNING STRATEGIES TO DEVELOP SPEAKING SKILL: A CASE STUDY OF GOOD ORAL COMPETENT STUDENTS OF MADRASAH ALIYAH NEGERI KARANGGEDE Alif Okta Shofia 134 IMPROVING STUDENTS’ WRITING ABILITY ON RECOUNT TEXT BY USING SCRAMBLED SENTENCES (CLASSROOM ACTION RESEARCH AT THE EIGHT GRADE STUDENTS OF MTS N 2 SURAKARTA) Any Rahmawati 141 VERBA LOKATIF DALAM KALIMAT TUNGGAL BAHASA JAWA (Kajian Struktur Sintaksis) Bayu Indrayanto 155 xvii INTERLANGUAGE PRAGMATICS OF SUGGESTION BY INDONESIAN EFL LEARNERS Hanif Safika Rizky 162 THE HUNGER GAMES SEBAGAI KRITIK ATAS DOMINASI PENGUASA DALAM MENGENDALIKAN MEDIA UNTUK MEMPENGARUHI POLA PIKIR MASYARAKAT Dwi Ilmiani 172 PENGEMBANGAN BANK SOAL MATA PELAJARAN BAHASA INDONESIA DI SEKOLAH LANJUTAN TINGKAT ATAS DENGAN TAMPILAN MULTIMEDIA BERBASIS COMPUTERIZED BASED TESTING Iwan Suhardi 178 THE ETIQUETTE REFLECTED IN JANE AUSTEN'S WORKS Anindya Nurul Kusuma Dewi 186 ENGLISH COMMUNICATION COMPETENCY IMPROVEMENT ON SPOKEN AND WRITTEN NARRATIVE TEXT THROUGH “VCD CUTTING” MEDIA AT MTS PPMI ASSALAAM SUKOHARJO Zainal Ariffin 196 A TRANSLATION ANALYSIS OF INDEPENDENT CLAUSE IN THE HUNGER GAMES AND ITS TRANSLATION Mohammad Ali Yafi 210 A STUDY ON THE EFFECT OF MULTILINGUAL REPERTOIRE ON SPEAKING IN THREE UNIVERSITIES IN METRO CITY, LAMPUNG – INDONESIA Nurul Aini 220 THE CORRELATION BETWEEN LINGUISTIC INTELLIGENCE AND STUDENTS’ NARRATIVE PERFORMANCE AT STAIN JURAI SIWO METRO Nur Kafifah 232 ANALISIS TRANSITIVITAS NOVEL L'ETERNITA DI ROMA (LDR) DAN CINTA SELAMANYA: PERSPEKTIF LINGUISTIK SISTEMIK FUNGSIONAL Anggia Suci Pratiwi 249 INTERLANGUAGE PHONETICS OF JAVANESE STUDENTS OF ENGLISH Beny Husodo 257 AN ANALYSIS ON SWEARWORDS USED BY INSTAGRAM USERS Ika Mufidatul Hasanah 264 IMPROVING STUDENTS’ SPEAKING SKILL THROUGH DISCUSSION IN GRADE XI OF SMA MUHAMMADIYAH 5 JATEN 2012/2013 ACADEMIC YEAR Linna Marngatun Muflikhah 272 THE FUNCTION OF HEDGING DEVICES USED IN “ROOM FOR DEBATE” POSTED IN NEW YORK TIMES ONLINE WEBSITE Risti Yani Rahmawati 280 AL-QALB IN THE HOLY QUR'AN AND ITS IMPLICATION FOR CHARACTER EDUCATION Mar'atus Solihah 290 ENGLISH TASKS FOR COMMUNICATIVE COMPETENCE DEVELOPMENT: A CONTENT ANALYSIS OF WHEN ENGLISH RINGS A BELL FOR JUNIOR HIGH SCHOOL BASED ON CURRICULUM 2013 Wahyu Purnaningtyas 305 xviii IMPOLITENESS STRATEGIES USED IN DAILYMAIL’S COMMENTS Luthfi Yulidar 313 TEACHERS' BELEIFS AND PRACTICES OF ENGLISH TEACHING : A CASE STUDY AT MTS.N JEKETRO Zaenul Wafa 320 PERCEPTION OF IMPOLITENESS BY INDONESIAN EFL LEARNERS Muhammad Zaki Aditama 332 THE REFLECTION OF WOMAN EMANCIPATION IN FATIMA MERNISSI’S DREAM OF TRESPASS (1994): A FEMINIST APPROACH Muvid Bayhaqi 344 PERANAN PEMBELAJARAN SASTRA BAHASA INGGRIS (FOLKLORE AND SONG) DI KELAS X SMK DALAM KURIKULUM 2013 TERHADAP KEMAMPUAN PESERTA DIDIK SMK Pitoyo Meiyono 349 MAKNA IDEASIONAL DALAM SAJAK-SAJAK CHAIRIL ANWAR BERTEMA PATRIOTIK Danang Try Purnomo 354 THE USE OF CRITICIZING STRATEGIES IN ENGLISH AND JAVANESE LANGUAGES BY JAVANESE EFL LEARNERS: A COMPARATIVE STUDY Sari Rachmawati 369 FEMALE VIOLENCE REFLECTED AT NAWAL EL SAADAWI ‘S WOMEN AT POINT ZERO (1983): A FEMINIST APPROACH Harsiti Helen Padang Rahayu 377 STUDI TENTANG PENGAJARAN ENGLISH FOR SPECIFIC PURPOSES PADA SISWA JURUSAN MESIN SMK NEGERI 1 MIRI, SRAGEN Ali Sofyan 394 LINGISTIK SISTEMIK FUNGSIONAL DAN PENGKAJIAN VARIASI BAHASA DALAM TERJEMAHAN AL-QUR’AN DAN HADIST Romadhani Wulandari 400 AGAINST GENDER DISCRIMINATION IN TRACIE PETERSON AND JUDITH MILLER’S NOVEL A TAPESTRY OF HOPE (2004): FEMINIST APPROACH Nur Muaddatunikmah 407 DIFFERENCES USING AND WITHOUT FEELY GAME IN WRITTEN REPORT TEXTS Wahyuningtyas Siti Hajar 415 COMPARATIVE ERROR ANALYSIS IN THE UNIVERSITY STUDENTS Hestuningtyas Maharani Perdana 422 DISFEMIA DALAM DUNIA OLAHRAGA Agustina Putri Reistanti 435 DIKSI DALAM WACANA BERITA DUKA (KAJIAN TERHADAP RUBRIK OBITUARI HARIAN KOMPAS) Yunus Sulistyono, Margono, Sri Sumarsih, dan Depi Endang Sulastri 445 PEMBELAJARAN BAHASA INGGRIS SMP/MTs BERBASIS TEXT DAN PENDEKATAN SCIENTIFIC DALAM KURIKULUM 2013 Lelly Puji Lestari 453 xix IMPLEMENTASI CONTEKSTUAL TEACHING AND LEARNING (CTL) DALAM PENGAJARAN TEKS PROSEDUR (PROCEDURE TEXT) PADA MATA PELAJARAN BAHASA INGGRIS DI MTs Rosyida Tyas Wahdati 462 MATERIAL DESIGN OF ENGLISH TEXTBOOK BAHASA INGGRIS SMA KELAS X TO IMPROVE STUDENT'S COMMUNICATIVE COMPETENCE: CONTENT ANALYSIS Dyah Retno Nursanti 469 MATERIALISTIC LADY REFLECTED IN JAKE KASDAN’S BAD TEACHER MOVIE (2011): AN INDIVIDUAL PSYCHOLOGICAL APPROACH Wahyu Hestiany 483 AN ANALYSIS OF THE TYPES OF READING QUESTION IN THE TEXTBOOK “BRIGHT” FOR THE SEVEN GRADE STUDENT OF JUNIOR HIGH SCHOOL PUBLISHED BY ERLANGGA Dewi Muliasari 491 DESIGNING ENGLISH SYLLABUS FOR ACCOUNTING DEPARTMENT ECONOMIC FACULTY OF STIE MUHAMMADIYAH CILACAP IN ACADEMIC YEAR 2013/2014 Yeti Rochmah Hidayati 499 TABOO LANGUAGE IN INTERNET MEME Pujiana Masitha 505 STUDENTS’ CAPABILITY IN UNDERSTANDING DESCRIPTIVE TEXT AT THE SECOND YEAR STUDENTS OF SMP N 1 JUWANGI BOYOLALI IN 2012/2013 ACADEMIC YEAR Dinar Setiyani 513 IMPROVING READING SKILL USING PRESENTATION, PRACTICE AND PRODUCTION TECHNIQUE IN THE FIRST YEAR OF MTs N PARON, NGAWI Amin Sugiharti 525 ANALISIS TEKS PADA SILABUS BAHASA INGGRIS KELAS VII BERDASARKAN IMPLEMENTASI KURIKULUM 2013 Sri Puji Rahayuningsih 552 OPTIMIZING STUDENTS’ JOURNAL TO ENHANCE STUDENTS’ MOTIVATION IN LEARNING ENGLISH Andita Destiana Winahyu 581 PENERAPAN METODE COOPERATIVE LANGUAGE LEARNIG PADA PEMBELAJARAN BAHASA INGGRIS SMP BERBASIS LINGUISTIK FUNGSIONAL SISTEMATIK Azizah Mustafalia 588 AMBITION OF MINKE REFLECTED AT PRAMOEDYA ANANTA TOER’S NOVEL THIS EARTH OF MANKIND (1975): A PSYCHOANALYTIC APPROACH Putri Sulistyo Hernasari 598 DETERMINISM AND FREEDOM REFLECTED IN DAVID NICHOLLS’S ONE DAY NOVEL (2009): A PHILOSOPHY OF DETERMINISM Linda Ari Wijayanti 606 NEED FOR APPRECIATION REFLECTED IN RAJKUMAR HIRANI’S 3 IDIOTS MOVIE (2009): A HUMANISTIC PSYCHOLOGICAL APPROACH Sri Martono Lanjar Sari 617 xx IMPROVING STUDENTS' READING COMPREHENSION TROUGH PAIRED STORYTELLING TO EIGHT GRADE STUDENTS OF SMP N 1 MOJOGEDANG Dian Laila Rohmawati 627 ANALISIS WACANA KRITIS DALAM PEMAKNAAN TEKS LAGU Dwi Setyawan Suraji 640 INTERAKSI SIMBOLIK DALAM WACANA KELAS Degita Danur Suharsono 648 ANALISIS WACANA KRITIS PADA TAJUK EKSEKUSI MATI GEMBONG NARKOBA DI SURAT KABAR HARIAN JAWA POS EDISI APRIL 2015 Jamaluddin Ahmad Santosa 656 AKTAN DAN STRUKTUR FUNGSIONAL NOVEL TERATAK KARYA EVI IDAWATI DALAM PERSPEKTIF A.J. GREIMAS: Kajian Struktural Ichsan Yunianto Nuansa Putra, Jabrohim 663 ANALISIS PENGGUNAAN DISFEMIA PADA RUBRIK GAGASAN SURAT KABAR SOLOPOS EDISI NOVEMBER 2014 Bahrudin Adi Nugroho 673 ANALISIS PROSES MORFOLOGIS PADA KOLOM SEPAK BOLA DI KORAN HARIAN SOLOPOS EDISI NOVEMBER 2014 Rudi Dwi Purwanto 683 ANALISIS WACANA FENOMENA LGBT PADA HARIAN KOMPAS DAN JAWA POS: PENDEKATAN MIKROSTRUKTURAL DAN MAKROSTRUKTURAL Oktalifa Hanna Maulina dan Sigit Arif Bowo 692 PENINGKATAN KETERAMPILAN MEMBACA DAN MENGANALISIS UNSUR INTRINSIK CERPEN DENGAN PENDEKATAN KONTEKSTUAL PADA SISWA KELAS IX D SMP N 1 TAWANGSARI Taufiq Uddhanawati 700 LEARNING STYLE PREFERENCES OF YEAR X STUDENTS IN SMA UII Akhadiyatus Sholihah 708 ANALISIS CAMPUR KODE PADA IKLAN Nanik Nurwani 723 PENERAPAN MATERI AJAR WACANA BAHASA INDONESIA BERBASIS KONTEKSTUAL UNTUK MAHASISWA PROGRAM STUDI PENDIDIKAN BAHASA DAN SASTRA INDONESIA Tutik Wahyuni 736 PENINGKATAN KETERAMPILAN MEMBACA PEMAHAMAN DENGAN MODEL WORD SQUARE PADA SISWA KELAS III SD NEGERI 8 PURWODADI KABUPATEN GROBOGAN TAHUN AJARAN 2015/2016 Indra Hermarita 752 PEMBELAJARAN BAHASA & SASTRA INDONESIA BERBASIS LINGUISTIK FUNGSIONAL SISTEMIK PADA MATERI TEKS EKSPLANASI BUKU SISWA KURIKULUM 2013 KELAS XI SEMESTER 2 Retno Winarni 759 xxi ANALISIS WACANA PIDATO PRESIDEN JOKO WIDODO PADA PERINGATAN HARI GURU NASIONAL TAHUN 2015 Gallant Karunia Assidiq Assidiq 767 LEXICAL ANALYSIS IN THE NOBLE QUR’AN SURAH AN-NISA VERSE 34 INTERPRETED BY Dr. MUHAMMAD TAQIUDDIN Al-HILALI, Ph.D. Hukma Darojati, S.Pd.I 774 xxii MAKALAH UTAMA Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 1 2 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 3 4 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 5 6 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 7 8 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 9 10 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 11 12 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 13 14 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 15 16 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 17 18 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 PENGEMBANGAN KURIKULUM DA MATERI AJAR BERBASIS LINGUISTIK SISTEMIK FUNGSIONAL Dr. Tri Wiratno, M.A. Universitas Sebelas Maret Surakarta Abstrak Linguistik Sistemik Fungsional (LSF) telah lama dijadikan landasan filosofis pengembangan kurikulum dan materi ajar bahasa. Atas dasar teori genre di bawah kerangka LSF, juga dirumuskan pendekatan mengajar yang disebut Genre Based Approach atau Pembelajaran Berbasis Teks. Materi ajar yang digunakan pada pendekatan tersebut adalah teks dalam berbagai jenis. Kurikulum yang dikembangkan diarahkan pada penciptaan teks oleh pembelajar dan cara memanfaatkan teks tersebut pada konteks sosial-budaya yang melingkupinya. Kata kunci: kurikulum, genre, materi ajar, teks 1. Pendahuluan Kurikulum adalah “an overall plan for a course or programme” atau “the total programme of formal studies offered by a school or institution” (Richards & Schmidt, 2010: 151-152). Pengembangan kurikulum di sekolah atau institusi meliputi faktor-faktor: (1) analisis kebutuhan pembelajar; (2) tujuan pembelajaran yang akan dicapai; (3) pengembangan materi ajar dari segi kandungan (content) dan urutan pembelajaran; (4) prosedur pembelajaran; (5) penilaian terhadap capaian pembelajaran; serta (6) evaluasi terhadap keseluruhan program pada kurikulum tersebut (Richards, 2001: 41). Pembahasan lebih lanjut pada tulisan ini difokuskan pada faktor ketiga dan keempat. Ini tidak berarti bahwa faktor-faktor yang lain diabaikan. Sesungguhnya pengembangan faktor ketiga dan keempat dengan sendirinya memasukkan faktor pertama, kedua, dan kelima, karena untuk memenuhi tujuan pembelajaran dan capaian dalam penilaian, materi ajar harus dirancang dan disajikan sesuai dengan kebutuhan pembelajar. Sementara itu, faktor keenam adalah faktor adalah alat untuk mengetahui tingkat keberhasilan pelaksanaan program pendidikan secara keseluruhan. Pengembangan materi ajar dapat dituangkan ke dalam bentuk silabus, dan prosedur pembelajaran pada dasarnya adalah metode. Dari sini dapat dikemukakan bahwa dalam proses pembelajaran pada kurikulum, dua hal penting yang selalu menjadi pertimbangan adalah materi ajar (what to teach) dan prosedur penyampaian materi ajar tersebut (how to teach). Materi ajar adalah kandungan yang dipelajari, sedangkan prosedur berkenaan dengan model pembelajaran yang diterapkan. Secara umum, kedua hal tersebut dikaitkan dengan pendekatan, metode, dan teknik. Pada konteks ini, dapat dipahami apabila Bernstein (2003: 71) mengajukan definisi kurikulum sebagai “the principle by which certain periods of time and their contents are brought into a special relationship with each other”. Dalam kurikulum bahasa yang didasarkan pada LSF, materi ajar yang disampaikan adalah bahasa sebagai teks, bukan bahasa sebagai aturan-aturan gramatika secara lepas-lepas, dan sesuatu yang 19 20 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 diterapkan untuk meyampakan materi ajar itu adalah model pembelajaran yang sesuai dengan prinsipprinsip teks. Model pembelajaran tersebut terdiri atas empat tahap, yaitu pembanguan konteks, pemodelan teks, penyusunan teks bersama, dan penyusunan teks mandiri. Melalui keempat tahap itu, teks yang dijadikan model dieksplorasi dalam hal struktur teks dan unsur-unsur gramatika atau unsurunsur kebahasaan yang ada di dalamnya, yang pada akhirnya dijadikan pedoman bagi pembelajar untuk menciptakan teks sendiri. Untuk mengetahui posisi LSF dalam pengembangan kurikulum dan materi ajar, di bawah ini perlu diuraikan terlebih dahulu perbandingan antara teori LSF dan teori linguistik lain yang mendasari pengembangan selama ini. Selain itu, karena teori linguistik menjadi pendekatan atau landasan filosofis, berikut ini juga perlu diuraikan pengertian pendekatan, metode, dan teknik pembelajaran – yang kemudian dikontraskan dengan model pembelajaran dengan empat tahap tersebut. 2. Linguistik Sistemik Fungsional sebagai Landasan Filosofis Pengembangan Kurikulum dan Materi Ajar Kurikulum bahasa yang diterapkan di suatu negara dikembangkan berdasarkan terori linguistik tertentu. Sejak akhir tahun 1980-an LSF telah banyak diterapkan sebagai landasan filosofis pembelajaran bahasa (Halliday, 1985; Halliday, 1994; Halliday & Matthiessen, 2004; Halliday & Matthiessen, 2014; Christie, 1989). Bahkan jauh sebelum itu, pada awal tahun 1960-an, nama Halliday (1961; 1965; Halliday, McIntosh, & Strevens, 1964) telah disebut-sebut sebagai salah satu pencetus pengajaran dan pembelajaran bahasa secara fungsional (Richards & Rodgers, 2001: 35, 64, 70; Bloor & Bloor, 2004). Mengapa LSF digunakan dalam pengembangan kurikulum dan materi ajar bahasa? LSF adalah linguistik yang mendeskripsikan cara pemilihan bentuk-bentuk gramatika pada konteks penggunaan bahasa sebagai teks. Adapun yang dimaksud teks (wacana)1 adalah “language doing its job” (Halliday & Hasan, 1989), atau “language functioning in context” (Halliday & Matthiessen, 2014: 3), atau satuan bahasa yang dapat dimediakan secara lisan atau tulis dengan struktur teks tertentu untuk mengungkapkan makna dalam konteks tertentu pula (Wiratno, 2002; Wiratno, 2003b; Wiratno, 2009). Dengan pengertian SFL dan teks seperti itu, sudah barang tentu bentuk-bentuk gramatika tidak diajarkan secara lepas-lepas sebagai pengetahuan tentang bahasa (teori linguistik), tetapi diajarkan sebagai cara berbahasa dengan memilih bentuk-bentuk gramatika itu dalam teks yang sesuai dengan tujuan atau fungsi sosial teks tersebut. Menurut LSF, bahasa mempunyai tiga fungsi: ideasional, interpersonal, dan tekstual. Ketiga fungsi tersebut tidak berdiri sendiri-sendiri. Ketiga-tiganya merupakan satu kesatuan metafungsi. Oleh karena itu, sebuah tuturan kebahasaan, misalnya yang berbentuk klausa, mengemban tiga fungsi itu sekaligus. 1 Pada tulisan ini teks dan wacana dianggap sama. Untuk menghemat ruang, perdebatan tentang kedua hal tersebut tidak dikemukakan di sini. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 21 Dengan kata lain, meskipun wujud klausa itu hanya satu, klausa yang satu itu harus dilihat dari kapasitasnya yang mempunyai tiga fungsi sekaligus. (Lihat uraian dalam Contoh 1 dan 2). Hubungan antara ketiga fungsi dalam metafungsi dan realitas-realitas yang berbeda dapat diringkas pada Tabel 1 sebagai berikut. Tabel 1. Metafungsi dan konstruksi realitas METAFUNGSI IDEATIONAL (logikal, eksperiensial) INTERPERSONAL TEKSTUAL Konstruksi realitas realitas fisik/biologis realitas sosial realitas semiotis/simbol (Perihal) (observasi) (peran) (relevansi) (Martin, 1996) Dapat dijelaskan bahwa bahasa merupakan konstruksi realitas fisik/biologis, realitas sosial, dan realitas simbol, yang secara bersama-sama menjadi fondasi tempat fungsi ideasional, fungsi interpersonal, dan fungsi tekstual bekerja. Secara realitas fisik/biologis, bahasa digunakan untuk melaporkan isi atau maksud sebagai hasil dari observasi yang dilakukan oleh penutur/penulis. Yang dilaporkan adalah apapun yang berada di dalam dan di sekitar diri penutur/penulis tersebut. Secara realitas sosial, bahasa digunakan untuk melakukan peran yang diemban oleh penutur/penulis dan pengengar/ pembaca. Peran tersebut tampak pada kenyataan bahwa bahasa merupakan alat untuk menjalin dan sekaligus memapankan hubungan sosial. Secara realitas semiotis/simbol, bahasa mengungkapkan isi (hasil observasi) melalui bentuk-bentuk gramatika (teks) yang sesuai dengan tujuan pengungkapan tersebut. Pada kerangka ini, terdapat relevansi antara isi dan bentuk yang digunakan untuk mengungkapkannya. Sebagai ilustrasi, Contoh (1) dan (2) menunjukkan bahwa dua buah klausa yang hanya dibedakan oleh penggunaan boleh dan harus memiliki perbedaan makna yang sangat mencolok. (Contoh yang sama dengan uraian yang agak berbeda telah disampaikan pada Wiratno, forthcoming). (1) Kamu boleh pulang sekarang. (2) Kamu harus pulang. Klausa (1) dan (2) mengungkapkan ketiga fungsi dalam kerangka ketiga realitas tersebut secara simultan. Secara realitas fisik/biologis, dengan Klausa (1), penutur bermaksud menyampaikan hal yang ia alami bersama pendengar sebagai mitra tuturnya. Secara realitas sosial, klausa yang sama tersebut menunjukkan hubungan sosial bahwa si penutur menempatkan perannya sejajar dengan si mitra tutur, dan dengan perannya itu si penutur memberi kelonggaran kepada mitra tuturnya untuk pulang. Kualitas hubungan sosial antara si penutur dan mitra tuturnya dapat digambarkan bahwa 22 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 dengan klausa itu si mitra tutur dapat menggunakan kelonggaran yang diberikan oleh si penutur. Artinya, apakah si mitra tutur akan pulang atau tidak bergantung kepada keputusan si mitra tutur itu sendiri, bukan atas paksaan yang dilakukan oleh si penutur. Kata boleh pada klausa tersebut menunjukkan pilihan tentang pulang atau tidak. Secara realitas semiotis/simbol, dengan klausa yang sama pula, si penutur menggunakan bentuk gramatika yang berupa klausa yang memungkinkan isi yang dikehendaki oleh si penutur tersalurkan dengan baik kepada mitra tuturnya. Apabila boleh diganti dengan harus, tidak terdapat relevansi antara isi dan peran yang menunjukkan kelonggaran atau pilihan tersebut. Kata harus mengandung kesan paksaan atau tekanan. Oleh sebab itu, analisis terhadap ketiga fungsi tersebut tentu akan berbeda, apabila klausa tersebut berbunyi seperti tersaji pada Klausa (2). Mungkin, realitas fisik/biologis antara Klausa (1) dan (2) sama, sehingga isi yang terungkap dari kedua klausa itu juga sama. Namun demikian, dari sisi realitas sosial, pada Klausa (2), si penutur memanfaatkan peran superiornya untuk memaksa si mitra tutur untuk pulang; tidak seperti pada Klausa (1), peran sejajar si penutur digunakan untuk memberikan kelonggaran dalam bentuk pilihan, yaitu pulang atau tidak pulang. Dari sisi realitas semiotis atau simbol, bentuk klausa yang mengandung harus itu dipilih untuk menunjukkan relevansi antara isi yang dimaksudkan dan peran superior yang menghasilkan paksaan. Setiap klausa dipastikan mengemban ketiga fungsi tersebut secara simultan. Dengan demikian, analisis terhadap klausa yang hanya mementingkan satu atau dua dari ketiga fungsi tersebut, dengan meninggalkan satu atau dua fungsi lainnya, tidaklah lengkap dari segi makna yang terungkap. Alasannya adalah bahwa makna yang dihasilkan dari ketiga fungsi itu pun juga meliputi tiga dimensi, yaitu: makna ideasional, makna interpersonal, dan makna tekstual. Ketiga dimensi makna itu adalah semantik (dalam satu kesatuan makna metafungsional) yang diungkapkan oleh bentuk-bentuk gramatika. Secara teknis, bentuk-bentuk gramatika itu disebut leksikogramatika – yaitu kata-kata dalam susunan beserta akibat makna yang timbul. Leksikogramatika diungkapkan oleh fonologi/grafologi. Seperti tersaji pada Gambar 1, semantik, leksikogramatika, dan fonologi/grafologi berada dalam sistem stratifikasi hirarkis. Fonologi/grafologi adalah lapis ekspresi yang berupa bentuk, sedangkan leksikogramatika dan semantik adalah lapis isi sebagai hasil dari ekspresi bentuk. Semantik merupakan sistem “pe-makna-an”, leksikogramatika merupakan sistem “peng-kata-an”, dan fonologi/grafologi merupakan sistem “pe-lafal-an/pengungkapan-dalam-bentuk-tulis”. Dengan kata lain, dalam sistem hirarkis itu, fonologi/grafologi merealisasikan leksikogramatika, dan leksikogramatika merealisasikan semantik. Atau apabila dibalik, semantik direalisasikan oleh leksikogramatika, dan leksikogramatika direalisasikan oleh fonologi/grafologi. Semantik, yang menduduki sistem hirarkis yang tertinggi, adalah sumber pemaknaan (resource for meaning) yang memungkinkan pengguna bahasa untuk bertindak melalui makna, dan untuk merefleksikan pengalaman dunia menjadi bermakna (Matthiessen, 1992/1995: 7). Sebagai sumber makna, semantik tidak Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 23 hanya berkenaan dengan makna metafungsional pada tingkat klausa/kalimat, tetapi juga pada tingkat wacana. Makna pada tataran wacana demikian itu disebut makna wacana (discourse semantics). makna budaya yang lebih tinggi semantik lapis isi leksikogramatika lapis ekspresi (lisan, tulis) fonologi/ grafologi (Dimodifikasi dari Matthiessen, 1992/1995: 8; Halliday & Martin, 1993: 32) Gambar 1. Fonologi/grafologi, leksikogramatika, dan semantik dalam stratifikasi Pada Gambar 1, terlihat bahwa di atas semantik masih terdapat strata yang lebih tinggi yang berada di luar teks, tetapi strata tersebut tidak dinyatakan secara eksplisit. Sesungguhnya strata itu adalah register, genre, dan ideologi. Register direalisasikan oleh leksikogramatika; genre direalisasikan secara bersama-sama oleh register dan leksikogramatika; ideologi direalisasikan secara bersama-sama oleh genre, register, dan leksikogramatika. Terutama register dan genre diasosiasikan dengan konteks situasi dan konteks budaya. Di bawah teori umum LSF, dikembangkan teori genre secara khusus (Martin, 1985; Martin, 1992; Martin, 1997; Martin, 2009). Pada teori LSF dan genre, bahasa selalu digunakan dalam wujud teks yang dilingkupi oleh konteks situasi dan konteks budaya. Menurut teori ini, mengajarkan bahasa berarti mengajarkan cara menggunakan bentuk-bentuk gramatika untuk mengungkapkan diri sendiri, dunia di sekitar, pengalaman, perasaan, dan nilai-nilai sosial-budaya. Berdasarkan teori genre, Pendekatan Berbasis Teks/Genre yang dicetuskan oleh J.R. Martin beserta koleganya tersebut juga dikenal dengan sebutan The Sydney School2 (Hyon, 1996), yaitu pendekatan untuk mengajarkan bahasa yang tidak saja mementingkan kompetensi komunikatif (communicative competence), tetapi juga kopetensi wacana (discourse competence) yang merupakan akumulasi dari kompetensi sosio-kultural (socio-cultural competence), kopetensi linguistik (linguistic competence), dan kompetensi aksional (actional competence). 2 Menurut Hyon (1996), selain dikembangkan di bawah The Sydney School, genre juga dikembangkan di bawah English for Specific Purposes (ESP) dan The New Rhetoric. 24 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 Genre dapat dimaknai secara sempit dan secara luas. Secara sempit, genre adalah jenis-jenis teks. Secara luas, genre adalah proses sosial yang melatarbelakangi terciptanya teks. Oleh Martin (1985, 1992), genre didefinisikan sebagai proses sosial yang berorientasi kepada tujuan yang dicapai secara bertahap (a staged, goal oriented, social process). Genre merupakan “proses sosial” karena melalui genre atau teks anggota masyarakat berkomunikasi; genre “berorientasi kepada tujuan” karena orang menggunakan jenis teks tertentu untuk melakukan sesuatu, misalnya untuk memasak mi instan orang menggunakan teks prosedur; dan genre dikatakan “bertahap” karena untuk mencapai tujuannya, teks disusun dalam tahapan-tahapan (Martin & Rose, 2003/2007:7-8). Tahapan-tahapan itu tidak lain adalah tahapan-tahapan pada struktur teks (Wiratno, 2014a; Wiratno, 2014b). Melalui tahapan-tahapan itulah tujuan sosial atau fungsi sosial teks dapat dicapai. Sebagai ilustrasi dapat disebutkan bahwa teks dengan genre eksposisi mempunyai tujuan sosial untuk menyampaikan gagasan agar gagasan itu diterima oleh pihak lain. Untuk itu, teks eksposisi disusun dengan struktur teks: pernyataan tesis^argumentasi^pernyataan ulang tesis (Tanda ^ berarti diikuti oleh), seperti tampak pada contoh di bawah ini. Akan tetapi, perlu dicatat bahwa teks yang berbeda mempunyai tujuan sosial yang berbeda, serta disusun dengan struktur teks dan bentuk-bentuk gramatika yang berbeda. Pembentukan Konstitusi Australia Pernyataan tesis Argumentasi Pernyataan ulang tesis Tujuan utama pembentukan Konstitusi Australia sebenarnya diawali oleh munculnya berbagai harapan dan keinginan untuk melindungi dan memajukan kepentingan bersama dari masing-masing koloni Australia. ... Bersamaan dengan itu, terdapat beberapa faktor lain yang menyumbang kepada keinginan yang mengarah kepada diperlukannya suatu kesatuan di antara pemerintahan-pemerintahan koloni tersebut. Faktor pertama adalah melindungi perekonomian Australia melalui kebijakan pengetatan keuangan. Dalam hal ini, Pemerintah Federal ternyata mampu mengatur sebuah kebijakan keuangan yang seragam, termasuk mendirikan sebuah Bank Persemakmuran (Commonwealth Bank). Faktor kedua adalah masalah pertahanan. Pemerintahan-pemerintahan koloni mengkhawatirkan adanya kekuatan-kekuatan besar yang akan mengancam keamanan Australia dengan membentuk koloni-koloni yang berdekatan dengan wilayahnya. Dalam berbagai waktu, negara-negara besar, seperti Jerman, Rusia, Perancis, dan Jepang, telah memperlihatkan kecenderungan tersebut dengan mendirikan koloni-koloni di pulau-pulau yang berdekatan dengan Australia. Faktor selanjutnya adalah masalah pembatasan imigrasi. Terdapat tuntutan mengenai perlunya satu kebijakan imigrasi yang dapat melindungi kaum buruh Australia. Soal ini dimulai dengan kebijakan Australia Putih (white Australia policy) berdasarkan UU Imigrasi 1901. Faktor yang terakhir berkaitan dengan masalah nasionalisme. Ketika itu muncul perasaan bahwa rakyat Australia perlu membangun jati diri mereka sendiri dan harus bangga terhadap jati diri mereka. Dengan demikian, tujuan perumusan konstitusi adalah terutama untuk membentuk suatu pemerintahan yang bersifat nasional, dan pada saat yang bersamaan, untuk melindungi kepentingan-kepentingan koloni masingmasing, serta sedapat-dapatnya, untuk melestarikan basis kekuasaan mereka Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 25 di koloni-koloni tersebut. (Diolah dan ditulis ulang dari Sistem Politik Australia, Hamid, 1999: 2-3) Pada umumnya, ciri-ciri gramatika teks eksposisi adalah sebagai berikut. Ciri-ciri tersebut tidak nerupakan suatu kebetulan, tetapi tututan yang dipersyaratkan oleh teks tersebut. (1) Teks eksposisi ditata dengan struktur teks: pernyataan tesis^argumentasi^pernyataan ulang tesis. (2) Teks eksposisi berisi pandangan pribadi penciptanya. Untuk itu, kata ganti saya atau kita dapat digunakan, terutama pada saat klaim mengenai sesuatu dibuat. Sebagain orang berpendapat bahwa penggunaan kata ganti saya dan kita sebaiknya dihindari pada teks ilmiah, tetapi pada konteks ini justru penggunaan kata ganti tersebut menunjukkan kekuatan klaim yang diajukan. (3) Terkait dengan Nomor (1) di atas, leksis yang bersifat atitudinal sering digunakan, terutama pada eksposisi hortatoris. (4) Teks eksposisi mencakup penggunaan kata kerja material, relasional, dan mental sekaligus. Kata kerja yang terakhir ini pada umumnya digunakan untuk mengajukan klaim, misalnya dalam klausa: Saya yakin bahwa … . atau Saya menegaskan bahwa … . (5) Teks eksposisi memuat argumentasi satu sisi, dan jumlah argumentasi tidak ditentukan. Selain merupakan milik pencipta teks sendiri, argumentasi dapat dikembangkan dari pendapat umum yang diambil dari sumber lain, sepanjang sumber itu disebutkan sebagai referensi. (6) Konjungsi yang banyak dijumpai pada teks eksposisi adalah konjungsi yang digunakan untuk menata argumentasi, seperti pertama, kedua, alasan yang lain, dan seterusnya; atau konjungsi yang digunakan untuk memperkuat argumentasi, seperti kenyataan bahwa, bahkan, juga, selain itu, dan sebagai contoh; atau konjungsi yang menyatakan bubungan sebab akibat, seperti asalkan, sebelum (yang berarti agar). (7) Teks eksposisi mengandung modalitas (dapat, mungkin, seharusnya, sebaiknya, dan sejenisnya) untuk membangun opini yang mengarah kepada saran atau anjuran. Genre sebagai jenis teks, dapat digolongkan ke dalam genre faktual dan genre nonfaktual atau genre rekaan. Genre faktual adalah jenis teks yang dibuat berdasarkan kejadian, peristiwa, atau keadaan nyata yang berada di sekitar lingkungan hidup. Genre nonfaktual adalah jenis teks yang dibuat berdasarkan imajinasi, bukan berdasarkan kenyataan yang sesungguhnya. Genre faktual meliputi: laporan, deskripsi, prosedur, rekon (recount), eksplanasi, eksposisi, dan diskusi. Sementara itu, genre nonfaktual mencakup: rekon, anekdot, cerita/naratif, dan eksemplum. Di pihak lain, genre dapat dijelaskan dari sudut pandang makro dan mikro. Nama-nama genre yang disebutkan di atas: laporan, deskripsi, prosedur, rekon, eksplanasi, eksposisi, dan 26 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 diskusi (untuk yang faktual) dan rekon, anekdot, cerita/narartif, dan eksemplum (untuk genre nonfaktual) adalah nama-nama genre mikro, yaitu genre yang dapat berdiri sendiri. Kenyataannya, teks-teks yang dijumpai di masyarakat merupakan campuran dari beberapa genre mikro. Genre yang digunakan untuk menamai jenis teks itu secara keseluruhan disebut genre makro (Martin, 1997). Genre makro berfungsi sebagai payung yang membawahi genregenre mikro yang ada di dalamnya. Sebagai contoh, pada teks editorial, nama editorial sekaligus digunakan sebagai nama genre makro editorial. Di dalam editorial, mungkin ditemukan campuran genre mikro deskripsi, laporan, eksplanasi, dan rekon. Akan tetapi, sangat mungkin keseluruhan editorial itu hanya ditulis dengan genre eksposisi atau diskusi. Dengan demikian, nama genre makronya adalah editorial, dan nama genre mikro yang ada di dalamnya adalah genre eksposisi atau diskusi. Pendekatan Berbasis Teks/Genre inilah yang di Indonesia diadopsi ke dalam Kurikulum Berbasis Kompetensi tahun 2004 untuk Mata Pelajaran Bahasa Inggris pada jenjang SMP dan SMA (Depdiknas, 2003a, Depdiknas 2003b) dan Kurikulum Berbasis Teks tahun 2013 untuk Mata Pelajaran Bahasa Inggris dan Bahasa Indonesia pada jenjang yang sama. Dari kenyataan ini, dapat dikatakan bahwa LSF menjadi landasan filosofis dalam pembuatan kurikulum di Indonesia, khususnya untuk Mata Pelajaran Bahasa Inggris dan Bahasa Indonesia pada SMP dan SMA (Wiratno, forthcoming). Di pihak lain, pada jenjang perguruan tinggi, LSF juga menjadi dasar pengembangan kurikulum untuk Mata Kuliah Wajib Umum Bahasa Indonesia yang mulai dilaksanakan pada tahun 2014 (Wiratno, Purnanto, & Damaianti, 2014). Selain LSF, sudah terdapat teori linguistik lain yang dijadikan landasan. Menurut Richards dan Rodgers (2001), secara garis besar terdapat tiga kelompok teori linguistik yang mendasari pembelajaran dan pengajaran bahasa di dunia, yaitu teori struktural (structural view), teori fungsional (functional view), dan teori interaksionis (interactionist view). Pada teori struktural, bahasa dianggap sebagai suatu sistem tentang unsur-unsur struktural yang saling berkaitan untuk menyatakan makna. Pada pandangan ini, pembelajaran bahasa dilihat sebagai penguasaan unsur-unsur struktural, misalnya dalam hal fonologi (penguasaan fonem), dalam hal bentuk-bentuk gramatika (penguasaan frasa, klasua, kalimat), dan dalam hal unsur-unsur leksikal (penguasaan kata-kata inti atau content words dan kata-kata structural atau structure words). Pembelajar dinyatakan berahsil apabila mereka menguasi unsur-unsur struktural tersebut. Pada teori fungsional, bahasa dipandang sebagai alat untuk mengungkapkan makna yang sesuai dengan fungsi yang dikehendaki. Teori ini lebih menekankan unsur-unsur semantik dan komunikatif daripada hanya unsur-unsur struktural dan gramatikal. Menurut pandangan ini, pembelajaran bahasa menitikberatkan kandungan bahasa pada fungsi dan makna, bukan pada unsur-unsur struktural dan gramatikal, meskipun unsur-unsur tersebut tetap dianggap penting. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 27 Pada teori interaksionis, bahasa digunakan sebagai alat untuk merealisasikan hubungan antarmanusia. Dengan demikian, bahasa dilihat sebagai perwujudan usaha yang dilakukan oleh penggunanya untuk melangsungkan interaksi sosial. Baik LSF maupun ketiga kelompok teori itu tidak saja menjadi pedoman untuk menentukan materi ajar, tetapi juga sekaligus cara menyampaikan materi ajar tersebut. Dengan demikian, pelaksanaan pembelajaran di kelas secara konseptual dilandasi oleh nilai-nilai filosofis linguistik yang dianut sebagai pendekatan dengan memilih metode dan teknik yang selaras. Contoh dokumen kurikulum yang dikembangkan berdasarkan LSF disajikan pada Lampiran 1. Dokumen tersebut dimaksudkan untuk diterapkan pada Mata Kuliah Wajib Umum Bahasa Indonesia untuk perguruan tinggi. Ruang lingkup materi yang diberikan berkenaan dengan Bahasa Indonesia sebagai ekspresi diri dan akademik pada konteks sosial-budaya akademik. Teks-teks yang diberikan tergolong ke dalam genre makro review, proposal kegiatan, proposal penelitian, laporan kegiatan, laporan penelitian, dan artikel ilmiah. Teks-teks dengan genre makro tersebut merupakan kelanjutan dari teks-teks yang telah disajikan di SMP dan SMP yang pada umumnya tergolong ke dalam genre mikro. 3. Pendekatan, Metode, Teknik Dalam pengajaran bahasa, pendekatan, metode, dan teknik merupakan tiga komponen yang sangat erat berhubungan. Ketiga komponen itu bahkan merupakan satu kesatuan yang tidak dapat dipisah-pisahkan (Anthony, 1963; Lihat pula ulasan Richards & Rodgers, 2001; Pernah disajikan pada Wiratno, 1995 dan Wiratno, 2013). Richards & Rodgers (2001: 33) menginterpretasikan satu kesatuan ini dengan menggunakan empat istilah: metode, pendekatan, disain, dan prosedur. Bagi mereka, metode menempati posisi yang paling atas dan membawahi ketiga lainnya. 3.1 Pendekatan Pendekatan ialah cara memandang pengajaran dan pembelajaran bahasa atas dasar asumsi terhadap hakikat bahasa. Secara aksiomatis, pendekatan membentangkan peta tentang apa yang akan diajarkan kepada pembelajar (Anthony, 1963: 64). Dengan kata lain, pendekatan berkenaan dengan filsafat atau teori kebahasaan yang mendasari pengajaran yang dilaksanakan di depan kelas. Seperti akan disajikan di bawah ini, Pendekatan Mengajar Berbasis Teks/Genre dilandasi oleh LSF yang dirintis oleh M.A.K. Halliday, dan lebih khusus lagi teori genre yang dikemukakan oleh J.R. Martin. Dapat digarisbawahi bahwa hingga saat ini, teori kebahasaan yang mendasari kegiatan pembelajaran bahasa di dunia dikelompokkan menjadi empat, yaitu teori struktural, teori fungsional, teori interaksionis, dan teori LSF. Akan tetapi, pada kenyataannya dimungkinkan bahwa teori kedua dan ketiga digabungkan. Sebagaimana diuraikan di bawah ini, penggabungan itu terjadi misalnya pada Pendekatan Komunikatif (Communicative Approach). Selain itu, dapat dikatakan bahwa pada dasarnya Pendekatan Mengajar Berbasis Teks/Genre adalah Pendekatan Komunikatif Plus. 28 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 3.2 Metode Metode ialah tata cara penyajian materi yang bersifat prosedural (Anthony, 1963: 65). Apabila di satu sisi pendekatan berkenaan dengan teori tertentu yang digunakan sebagai pijakan untuk melaksanakan kegiatan belajar mengajar, di sisi lain, metode berkenaan dengan penerapan teori tadi sesuai dengan tataran kebahasaan yang dipilih, tujuan yang akan dicapai, penentuan ketrampilan berbahasa yang dirpioritaskan, isi materi yang akan diajarkan, dan susunan (urutan) yang ditentukan untuk menyampaikan isi materi itu. Dari keterangan di atas, dapat digarisbawahi bahwa bagian-bagian yang ada pada metode tidak akan saling berkontradiksi, dan di dalam satu pendekatan mungkin terdapat berbagai macam metode. Sebagai contoh, di bawah payung teori struktural lahirlah antara lain Pendekatan Oral (Oral Approach) atau Pendekatan Situasional (Situational Approach), Metode Penerjemahan Tata Bahasa (Grammar-Translation Method), Metode Audiolingual (Audiolingual Method), Metode Respons Fisik Total (Total Physical Response), dan Metode Diam (Silent Way). Perlu dicatat bahwa untuk kedua nama yang disebut pertama, istilah pendekatan dan metode sering dipertukarkan. Di bawah teori fungsional lahirlah Pendekatan Alamiah (Natural Approach), konsep Silabus Nosional dan Fungsional (Notional and Functional Syllabus, misalnya oleh Wilkins, 1976), konsep pengajaran ESP (English for Specific Purposes), dan konsep-konsep pengajaran bahasa yang didasarkan pada kebutuhan pembelajar (needs analysis). Pada nama Pendekatan Alamiah, pengertian pendekatan dan metode dipertukarkan. Pendekatan Komunikatif (Communicative Approach) dapat dogolongkan ke dalam pendekatan yang lahir dari teori fungsional, meskipun sesungguhnya metode ini tidak hanya diformulasikan dari teori kebahasaan tersebut, dan lebih merupakan gabungan antara teori fungsional dan teori interaksional. Selain itu, perlu dikemukakan kembali bahwa istilah communicative yang dipakai pada metode/pendekatan ini sebenarnya tidak diturunkan dari teori Chomsky (1965) tentang linguistic competence, yakni kemampuan yang harus dimiliki oleh penutur untuk dapat memproduksi kalimatkalimat yang benar secara gramatikal, tetapi dari teori Hymes (1972) mengenai communicative competence dan teori Halliday (1970, 1975, 1978) tentang language use and function–yaitu teori yang menekankan bahwa terdapat seperangkat pengetahuan dan kemampuan yang dibutuhkan oleh penutur untuk dapat berkomunikasi sesuai dengan fungsi yang diemban oleh bahasa. Tampak bahwa LSF bahkan telah menjadi salah satu dasar konseptual lahirnya pendekatan mengajar yang disebut Communicative Approach (Richards & Rodgers, 2001: 64, 70). Pada lingkup teori interaksional, lahirlah beberapa metode antara lain Pendekatan Analisis Wacana Kelas (Classroom Discourse Analysis, misalnya, Christie, 2002; Rymes, 2008) dan Pendekatan Analisis Percakapan (Conversational Analysis, misalnya, Gardner, 2013; Markee, Ed., 2015). Di sini, pengertian pendekatan dan metode juga dipertukarkan. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 29 Dari teori SFL dan genre, diformulasikanlah Pendekatan Mengajar Berbasis Teks/Genre atau Genre Based Approach. Teori SFL ditemukan oleh Halliday dan teori genre dikembangkan oleh Martin beserta koleganya (Martin, 1985; Martin, 1992; Martin, 1997; Martin, 2009; Christie & Martin, Eds., 1997; Martin & Rose, 2008; Rose & Martin, 2012). 3.3 Teknik Teknik bersifat implementasional. Artinya, teknik berurusan dengan cara, strategi, atau taktik pelaksanaan kegiatan pembelajaran di kelas (Anthony, 1963: 66) untuk mencapai tujuan yang telah ditentukan. Teknik harus sejalan dengan metode yang dipilih dan sekaligus seirama dengan pendekatan. Dengan demikian, seperti telah diutarakan di atas, pendekatan, metode, dan teknik merupakan satu kesatuan yang tidak dapat dipisah-pisahkan. Berbagai teknik dapat diterapkan di kelas, misalnya ceramah, pemberian tugas, diskusi, tanya jawab, kerja kelompok, kerja berpasangan, bercerita, permainan, penerjemahan, role play, dan teknik apa pun yang sesuai dengan perkembangan situasi di kelas. 4. Pengembangan Materi Ajar dengan Model Pembelajaran Berbasis Teks/Genre Teks dimaknai dan dimengerti melalui konteks. Teks mengungkapkan makna sesuai dengan konteks sosial-budaya yang melingkupinya. Hal ini mengandung implikasi bahwa dalam proses pembelajaran pada kurikulum yang diberlakukan, pembelajar difasilitasi untuk mengamati, menanya, mengeksplorasi, menganalisis teks yang dijadikan bahan ajar – yang pada akhirnya pembelajar mampu memaknai teks tersebut untuk kemudian menciptakan teks sejenis dan mengomunikasikannya baik secara tulis maupun lisan (Wiratno, 2014b). Sebagaimana telah disebutkan di atas, proses pembelajaran yang demikian itu direalisasikan melalui empat tahap kegiatan, yaitu: pembangunan konteks, pemodelan teks, penyusunan teks bersama, dan penyusunan teks mandiri (Rose & Martin, 2012). Contoh dokumen pengembangan materi dalam bentuk silabus atau rancangan pembelajaran yang sesuai dengan kurikulum berbasis LSF disajikan pada Lampiran 2, dan contoh pengembangan materi ajar dengan model Pendekatan Berbasis Teks/Genre dapat dilihat pada Lampiran 3. Rangkaian kegiatan untuk mengamati, menanya, mengeksplorasi, menganalisis, dan mengomunikasikan hasil analisis pada Kurikulum 2013 dikenal dengan pendekatan saintifik. Pendekatan saintifik dapat diintegrasikan ke dalam model pembelajaran berbasis teks/genre. Kegiatan pembelajaran yang dinyatakan dengan verba mengamati, menanya, mengeksplorasi, menganalisis, mencipta, dan mengomunikasikan dapat dilaksanakan di setiap tahap pembelajaran yang relevan. Verba-verba tersebut dapat saja berubah-ubah sesuai dengan ciri-ciri teks yang dijadikan bahan ajar. Salah satu buku yang dapat dijadikan acuan dalam mengintegrasikan verba pembelajaran itu adalah Functional grammar in the ESL classroom: Noticing, exploring and practicing (Lock & Jones, 2011). 30 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 Gambar 2. Siklus pembelajaran (Diambil dari Martin, 2009:16) Sebagaimana terlihat pada Gambar 2, keempat tahap itu berlangsung secara siklus, dan karenanya dapat disebut sebagai siklus pembelajaran. Guru yang bertindak sebagai fasilitator dapat memulai kegiatan belajar-mengajar dari tahap mana pun, meskipun pada umumnya tahap-tahap itu ditempuh secara urut. Selain itu, apabila kegiatan belajar-mengajar mengalami kesulitan pada tahap tertentu, misalnya pembuatan teks secara bersama-sama, guru boleh mengarahkan pembelajar untuk kembali kepada tahap pemodelan. 4.1 Pembanguan Konteks Pembangunan konteks dimaksudkan sebagai langkah-langkah awal yang dilakukan oleh guru bersama pembelajar untuk mengarahkan pemikiran ke dalam pokok persoalan yang akan dibahas pada setiap pelajaran. Aktivitas apa pun dapat dibangkitkan dari diri pembelajar untuk menuju kepada kesiapan pembelajar, baik dari segi isi teks maupun dari segi unsur-unsur gramatika yang akan digunakan dalam teks tersebut. Apersepsi dapat digunakan sebagai salah satu cara untuk membangun konteks, meskipun apersepsi tidak sama dengan pembangunan konteks. Cara yang lain adalah diskusi, kerja kelompok, tanya jawab, atau ceramah. 4.2 Pemodelan Teks Tahap pemodelan adalah tahap yang berisi tentang pembahasan teks yang diberikan sebagai model pembelajaran. Pembahasan diarahkan kepada struktur teks dan semua unsur gramatika yang membentuk teks itu secara keseluruhan. Pada tahap ini, aktivitas yang dilakukan oleh pembelajar di bawah fasilitasi guru adalah mendekonstruksi teks, sehingga pembelajar betul-betul memahami teks Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 31 teksebut baik isinya maupun unsur-unsur gramatika yang digunakan untuk mengungkapkan isi tersebut dalam kerangka struktur teks yang ada. Tugas dan latihan yang dapat kembangkan adalah antara lain: (1) mengidentifikasi struktur teks; (2) mengidentifikasi partisipan (manusia atau bukan manusia); (3) mengidentifikasi jenis kata (nomina, verba, adjektiva, dan adverbia) dan jenis klausa/kalimat (deklaratif/imperatif; aktif/pasif) yang paling dominan dalam teks; (4) mengidentifikasi konjungsi yang digunakan; (5) menafsirkan isi teks secara keseluruhan. 4.3 Penyusunan Teks Bersama Pada tahap ini pembelajar bersama-sama pembelajar lain dan guru sebagai fasilitator menyusun kembali teks seperti yang ditunjukkan sebagai model. Inti tahap ini adalah bahwa pembelajar belum dapat menyusun teks secara mandiri, sehingga pembelajar masih memerlukan bantuan dari pihak lain. Tugas dan latihan yang diberikan berupa menyusun teks dengan memanfaatkan semua aspek kebahasaan yang sesuai dengan ciri-ciri yang dituntut pada jenis teks yang dimaksud. Tugas dan latihan lebih lanjut yang dapat dieksplorasi adalah antara lain: (1) menulis ulang teks yang dijadikan model menurut cara pembelajar sendiri, misalnya dengan memotong klausa/kalimat menjadi lebih pendek-pendek, menggabungkan beberapa klausa/kalimat menjadi satu, atau mengubah teks tersebut tanpa mengabaikan isinya; (2) mengurutkan klausa/kalimat yang disusun secara acak untuk dijadikan paragraph yang bermakna; (3) menata ulang paragraf-paragraf dalam teks lain (selain yang dijadikan model) yang disusun secara acak; (4) menyelesaikan teks yang belum selesai disusun; (5) memperbaiki teks lain yang kurang baik untuk dijadikan teks yang memimiliki struktur teks dan ciriciri gramatika seperti yang didapati pada teks model. 4.4 Penyusunan Teks Mandiri Pada tahap ini, pembelajar diharapkan dapat mengaktualisasikan diri dengan menggunakan teks sesuai dengan jenis dan ciri-ciri seperti yang ditunjukkan pada model. Pembelajar sudah mampu menyusun teks secara mandiri tanpa bantuan dari pihak luar. Kemandirian itu antara lain ditunjukkan dari pemilihan tema teks, pengumpulan bahan-bahan penyusunan teks (misalnya, dari media cetak atau elektronik), dan pengolahan bahan-bahan tersebut untuk disusun menjadi teks. Seandainya teks yang dihasilkan belum sesuai dengan harapan, pembelajar diminta untuk memperbaikinya dengan berorientasi kepada teks yang dijadikan model. Pembelajar diminta kembali untuk menyusun ulang dengan memperhatikan struktur teks dan unsur-unsur gramatika yang menjadi tuntutan teks tesebut. 32 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 5. Catatan Penutup: Implikasi Pengembangan kurikulum berbasis LSF dan penerapan Pendekatan Berbasis Teks/Genre mengandung implikasi yang seharusnya disikapi secara serius oleh berbagai pihak yang terkait. Melalui beragam kegiatan pada keempat tahap pembelajaran, kegiatan analisis wacana dengan sendirinya juga berlangsung. Sebelum pembelajar dapat mencapai tujuan akhir pembelajaran, yaitu menyusun teks secara mandiri, pada tahap pemodelan dan penyusunan teks bersama sebelumnya, mereka pada dasarnya melakukan analisis wacana di kelas (Christie, 2002; Christie, 1989; Rymes, 2008) dengan mendekonstruksi dan merekonstruksi teks (Wiratno, 2001; Wiratno, 2003a). Proses analisis, dekonstruksi, dan rekonstruksi berlangsung secara terus-menerus sampai teks yang diharapkan berhasil diproduksi oleh pembelajar. Perlu diketahui bahwa analisis LSF adalah analisis wacana, dan Halliday (sebagai orang yang menemukan LSF) adalah nama yang paling banyak disebut pada pembicaraan tentang analisis wacana (Bloor, 2005). Selain itu, tidak dapat disangkal bahwa analisis wacana dari sudut pandang LSF adalah juga salah satu model Analisis Wacana Kritis (AWK) (Young & Harrison, 2004; Hyland & Paltridge, Eds., 2011; Baker & Ellece, 2011; Tannen, Hamilton, & Schiffrin, Eds, 2015). Secara prinsip, AWK adalah pendekatan analisis wacana yang menerapkan pandangan kritis terhadap penggunaan bahasa dalam teks baik lisan maupun tulis untuk mengidentifikasi nilai-nilai atau ideologi yang terkandung di dalamnya. Analisis diarahkan untuk menyingkap hubungan kekuasaan dalam konteks sosial dan institusional sebagaimana tercermin pada cara penutur menggunakan bahasa pada teks yang dihasilkannya (Hyland & Paltridge, Eds., 2011; Baker & Ellece, 2011: 26). Dengan demikian, dapat dikatakan bahwa pengembangan kurikulum dan materi ajar yang didasarkan pada LSF berserta Pendekatan Berbasis Teks/Genre adalah pengembangan yang tidak dapat dilepaskan dari kegiatan AWK. Sebagai bukti dari pernyataan tersebut dapat disimak hasil-hasil penelitian yang dilaporkan secara khusus pada: Writing science: Literacy and discursive power (Halliday & Martin, 1993) dan Reading science: Critical and functional perspective on discourses of science (Martin & Veel, Eds., 1998). Buku pertama berisi tentang studi mendalam mengenai bahasa pada ilmu pengetahuan yang melaporkan hasil-hasil penelitian tentang teks ilmiah yang dilihat dari tataran: leksikogramatika, makna wacana, register, genre, dan ideologi. Sementara itu, buku kedua adalah kumpulan tulisan dari para ahli di bidang LSF, retorika, teori kritis, dan pendidikan dalam melihat bahasa untuk ilmu pengetahuan yang dikaitkan dengan cara memahaminya secara ilmiah. Pembahasan lain yang sejalan dengan bukti tersebut dapat dicermati dari hasil-hasil penelitian wacana ilmiah seperti dilaporkan antara lain pada Mathematical discourse: Language, symbolism and visual images (O’Halloran, 2005), Historical discourse: The language of time, cause and evaluation (Coffin, 2006), Academic and professional discourse genres in Spanish (Parodi, 2010), dan artikel yang berjudul “Discourse in educational settings” (Adger & Wright, 2015). Dengan menyerhanakan Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 33 persoalan, dapat dikatakan bahwa tulisan-tulisan tersebut berkenaan dengan “apa” yang dikerjakan oleh guru dan pembelajar di sekolah dengan teks di berbagai disiplin dan “bagaimana” mereka melakukannya secara kritis, serta “sejauh mana” pandangan AWK dapat membantu mereka dalam memperoleh pemahaman pengetahuan dengan lebih baik. Adapun salah buku yang dapat dijadikan panduan untuk melakukan analisis terhadap wacana akademik dengan pendekatan AWK secara LSF adalah Scientific literacy for participation: A systemic functional approach to analysis of school science discourses (Knain, 2015). Buku ini didesain secara khusus untuk peneliti pemula (termasuk mahasiswa S2) yang akan melakukan penelitian di bidang wacana di sekolah. Di dalamnya, dijelaskan bahwa AWK dapat menggali makna kultural-ideologis dalam teks di satu sisi, dan dapat menunjukkan proses pembelajaran di sekolah dengan mengkondisikan pembelajar untuk menciptakan makna melalui teks, di sisi lain. REFERENSI Anthony, E. M. (1963). Approach, method and technique, English Language Teaching 17, pp. 63-67. Adger, C.T., & Wright, L.J. (2015). Discourse in educational settings. In Tannen, D., Hamilton, H.E., & Schiffrin, D., Eds., The handbook of discourse analysis (2nd Ed). Oxford: John Wiley & Sons, Inc. Baker, P., & Ellece, S. (2011). Key terms in discourse analysis. London & New York: Continuum. Bernstein, B. (2003). Class, codes and control: Theoretical studies towards a sociology of language. London & New York: Routledge. Bloor, T. (2005). Grammar of modern English: Unit 1 Fundamental issues [http://www. philselfsupport.com/grammar_issues.htm], retrieved 4/5/2008. Bloor, T. & Bloor, M. (2004). The functional analysis of English (2nd Ed). 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Makna metafungsional teks ilmiah dalam bahasa Indonesia pada jurnal ilmiah: Sebuah analisis sistemik fungsional (Dissertation). Surakarta: Program Pascasarjana, Universitas Sebelas Maret. Wiratno, T. (2013). Penbelajaran bahasa berbasis teks dan jenis-jenis teks. Paper presented in Sosialisasi Pembelajaran Bahasa Indonesia dalam Implementasi Kurikulum 2013, Bogor, 22-25 August 2013. Wiratno, T. (2014a). Struktur teks dan hubungan genre pada teks ilmiah dalam bahasa Indonesia. Paper presented in Kongres Internasional Masyarakat Linguistik Indonesia, Bandar Lampung, 19-22 February 2014. Wiratno, T. (2014b). Kajian teks berkaitan dengan Kurikulum 2013. Paper presented in Seminar Nasional Bahasa Indonesia sebagai Penghela Ilmu Pengetahuan, Universitas Muhammadiyah Sumatera Utara, Medan, 5 November 2014. Wiratno, T. (forthcoming). Pengantar ringkas linguistik sistemik fungsional. Wiratno, T., Purnanto, D., & Damaianti, V.S. (2014). Bahasa Indonesia: Ekspresi diri dan akademik. Jakarta: Kementerian Pendidikan dan Kebudayaan. Young, L. & Harrison, C., Eds. (2004). Systemic functional linguistics and critical discourse analysis: Studies in social change. London & New York: Continuum. LAMPIRAN 1 KOMPETENSI INTI DAN KOMPETENSI DASAR BAHASA INDONESIA UNTUK PERGURUAN TINGGI KOMPETENSI INTI 1. Menghayati dan mengamalkan ajaran agama yang dianutnya sebagai pola hidup dalam konteks akademik, dan/atau profesi serta kehidupan. KOMPETENSI DASAR 1.1 Mensyukuri anugerah Tuhan akan keberadaan bahasa Indonesia sebagai penghela ilmu pengetahuan dan menggunakannnya sesuai dengan kaidah dan konteks untuk mempersatukan bangsa 1.2 Mensyukuri anugerah Tuhan akan keberadaan bahasa Indonesia sebagai penghela ilmu pengetahuan dan menggunakannya sebagai sarana komunikasi dalam memahami, menerapkan, dan menganalisis informasi lisan dan tulis melalui teks akademik dalam genre makro ulasan buku, proposal penelitian/kegiatan, laporan penelitian/kegiatan, dan artikel ilmiah 1.3 Mensyukuri anugerah Tuhan akan keberadaan bahasa 36 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 2. Mengembangkan perilaku (jujur, disiplin, tanggung jawab, peduli, santun, ramah lingkungan, gotong royong, kerja sama, cinta damai, responsif dan pro‐aktif), menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan bangsa, serta memosisikan diri sebagai agen transformasi masyarakat yang berakhlak mulia dalam membangun peradaban bangsa yang memancarkan nilai dan moral Pancasila, dan membangun dunia yang sejahtera, aman, dan damai. 2.1 2.2 2.3 2.4 3. Memahami, menerapkan, menganalisis, mengevaluasi, dan mencipta pengetahuan faktual, konseptual, prosedural, dan metakognitif dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait berbagai fenomena dan kejadian, serta menggunakannya pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya. 3.1 3.2 3.3 3.4 3.5 3.6 3.7 Indonesia dan menggunakannya sebagai penghela ilmu pengetahuan dalam mengolah, menalar, dan menyajikan informasi lisan dan tulis melalui teks akademik dalam genre makro ulasan buku, proposal penelitian/kegiatan, laporan penelitian/kegiatan, dan artikel ilmiah Menunjukkan perilaku jujur, responsif, dan santun dalam menggunakan bahasa Indonesia untuk menyampaikan teks akademik dalam genre makro ulasan buku, proposal penelitian/kegiatan, laporan penelitian/kegiatan, dan artikel ilmiah Menunjukkan perilaku tanggung jawab dan peduli dalam menggunakan bahasa Indonesia untuk memahami dan menyampaikan teks akademik dalam genre makro ulasan buku, proposal penelitian/ kegiatan, laporan penelitian/kegiatan, dan artikel ilmiah Menunjukkan perilaku disiplin dalam menggunakan bahasa Indonesia untuk memahami dan menyampaikan teks akademik dalam genre makro ulasan buku, proposal penelitian/kegiatan, laporan penelitian/kegiatan, dan artikel ilmiah Menunjukkan sikap toleransi atas keberagaman penutur bahasa dalam penggunaan bahasa Indonesia untuk memahami dan menyajikan teks akademik dalam genre makro ulasan buku, proposal penelitian, laporan penelitian, dan artikel ilmiah Memahami struktur dan kaidah teks akademik dalam genre makro ulasan buku, proposal penelitian, laporan penelitian, dan artikel ilmiah Mengulang teks akademik dalam genre makro ulasan buku, proposal penelitian/ kegiatan, laporan penelitian/kegiatan, dan artikel ilmiah Memeriksa teks akademik dalam genre makro ulasan buku, proposal penelitian/ kegiatan, laporan penelitian/kegiatan, dan artikel ilmiah Membandingkan teks satu dengan teks lain dalam genre makro ulasan buku, proposal penelitian/kegiatan, laporan penelitian/ kegiatan, dan artikel ilmiah Merumuskan teks akademik dalam genre makro ulasan buku, proposal penelitian/kegiatan, laporan penelitian/kegiatan, dan artikel ilmiah Menganalisis teks akademik dalam genre makro ulasan buku, proposal penelitian/ kegiatan, laporan penelitian/kegiatan, dan artikel ilmiah Mengevaluasi teks akademik dalam genre makro ulasan buku, proposal penelitian/ kegiatan, laporan penelitian/kegiatan, dan artikel ilmiah Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 37 4. Mengolah, menalar, mencipta, dan menyaji berbagai hal dalam ranah konkret dan abstrak secara mandiri serta bertindak secara efisien, efektif, dan kreatif, serta menggunakannya sesuai kaidah keilmuan dan/atau keprofesian. 4.1 Mengabstraksi teks akademik dalam genre makro ulasan buku, proposal penelitian/ kegiatan, laporan penelitian/kegiatan, dan artikel ilmiah 4.2 Mengonsepkan teks akademik dalam genre makro ulasan buku, proposal penelitian/ kegiatan, laporan penelitian/kegiatan, dan artikel ilmiah 4.3 Mengadaptasi teks akademik dalam genre makro ulasan buku, proposal penelitian/ kegiatan, laporan penelitian/kegiatan, dan artikel ilmiah 4.4 Memproduksi teks akademik dalam genre makro ulasan buku, proposal penelitian/ kegiatan, laporan penelitian/kegiatan, dan artikel ilmiah 4.5 Menyunting teks akademik dalam genre makro ulasan buku, proposal penelitian/ kegiatan, laporan penelitian/kegiatan, dan artikel ilmiah 4.6 Mengombinasikan teks akademik dalam genre makro ulasan buku, proposal penelitian/kegiatan, laporan penelitian/ kegiatan, dan artikel ilmiah 4.7 Mengaktualisasikan teks akademik dalam genre makro ulasan buku, proposal penelitian/kegiatan, laporan penelitian/kegiatan, dan artikel ilmiah 38 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 LAMPIRAN 2 RANCANGAN PEMBELAJARAN MKWU BAHASA INDONESIA 1. Tujuan Setelah akhir perkuliahan MKWU Bahasa Indonesia ini, mahasiswa dapat mengaktualisasi diri melalui bahasa akademik dalam berbagai genre makro untuk menanya, mengobservasi, mengeksplorasi, menilai, menganalisis, mencipta, dan mengomunikasikan karya akademik (yang meliputi ulasan buku, proposal penelitian, proposal kegiatan, laporan penelitian, laporan kegiatan, dan artikel ilmiah), baik secara tulis maupun lisan. 2. Deskripsi Materi Tatap Muka 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. Materi Keterangan Pengertian, fungsi, dan ciri-ciri leksikogramatika teks akademik dalam bahasa Indonesia di perguruan tinggi Jenis-jenis teks akademik dalam berbagai genre makro Pengertian genre makro ulasan buku Struktur teks, hubungan genre, dan leksikogramatika ulasan buku Pengertian genre makro proposal penelitian Struktur teks, hubungan genre, dan leksikogramatika proposal penelitian Pengertian genre makro proposal kegiatan Struktur teks, hubungan genre, dan leksikogramatika proposal kegiatan Pengertian genre makro laporan penelitian Struktur teks, hubungan genre, dan leksikogramatika laporan penelitian Pengertian genre makro laporan kegiatan Struktur teks, hubungan genre, dan leksikogramatika laporan kegiatan Pengertian genre makro artikel ilmiah Struktur teks, hubungan genre, dan leksikogramatika artikel ilmiah 3. Daftar Pustaka Wiratno, T., Purnanto, D., & Damaianti, V.S. (2014). Bahasa Indonesia: Ekspresi diri dan akademik untuk Perguruan tinggi. Jakarta: Kementerian Pendidikan dan Kebudayaan. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 39 LAMPIRAN 3 MODEL PEMBELAJARAN BAHASA INDONESIA Bab 2 sebagai Contoh A. Tujuan Bab II (1) Dosen hendaknya memperhatikan bahwa Bab II dijabarkan menjadi 2 pokok pembahasan sebagai berikut: 4. 5. Pengertian genre makro ulasan buku Struktur teks, hubungan genre, dan leksikogramatika ulasan buku (Diambil dari Rancangan Pembelajaran) (2) Sebagai prasyarat dosen hendaknya memahami seluk-beluk teks/genre dan prinsip-prinsip pembelajaran bahasa berbasis teks/genre, yang ditempuh dengan empat tahap, yaitu: (a) pembangunan konteks, (b) pemodelan, (c) pembangunan teks bersama, dan (d) pembangunan teks mandiri. (3) Ulasan merupakan teks yang berfungsi untuk menimbang, menilai, dan mengajukan kritik terhadap karya atau peristiwa yang diulas tersebut (Gerot & Wignell, 1994; Hyland & Diani, 2009). Pada bab ini, karya yang diulas adalah buku, sehingga tujuan perkuliahan ini adalah mahasiswa dapat memahami, mengobservasi, mengeksplorasi, menganalisis, dan menciptakan atau memproduksi teks ulasan buku dengan struktur teks, hubungan genre, dan leksikogramatika yang sesuai. (4) Dosen hendaknya mengingatkan mahasiswa bahwa sebagai sebuah genre, teks ulasan buku tidak hanya berisi deskripsi ringkasan saja, tetapi juga evaluasi terhadap buku itu. Ulasan buku memaparkan tujuan buku ditulis, menguraikan strukturnya, menjelaskan gaya penulisannya, dan meletakkan isinya ke dalam konteks yang lebih luas dengan cara membandingkannya dengan buku-buku lain yang sejenis. Oleh karena itu, menulis teks ulasan buku menuntut pembacaan yang kritis dan analitis serta menuntut tanggapan personal yang kuat. (5) Jadi, dalam membuat ulasan buku, mahasiswa perlu diarahkan untuk menggabungkan kemahiran menguraikan isi buku, menganalisis bagaimana buku memenuhi tujuannya bagi pembaca, dan mengekspresikan reaksi mahasiswa sendiri. Secara keseluruhan, proses menguraikan, menganalisis, dan mengekspresikan pandangan personal melalui teks ulasan ini dapat disebut mengevaluasi buku (Hyland & Diani, 2009). Kata kunci yang perlu Anda pegang ketika akan menulis ulasan buku adalah menilai atau mengevaluasi. B. Model Pembelajaran Kegiatan 1 (Bagian A): Pembangunan Konteks Teks Ulasan Buku (1) Dosen membuka perkuliahan dan menjelaskan bahwa pokok persoalan yang akan dieksplorasi adalah “Menjelajah Dunia Pustaka” dengan pusat perhatian pada “Ulasan Buku”. Mahasiswa diminta untuk membuka Bab II. (2) Dosen memotivasi mahasiswa dengan mengajak berdiskusi tentang kata-kata kunci yang terkait dengan ulasan buku, yaitu: 40 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 mengulas, ulasan menguraikan, uaraian, menilai, penilaian, mengevaluasi, evaluasi mengeksplorasi, eksplorasi unggul, keunggulan, positif lemah, kelemahan, negatif, dst. (3) Dosen membagi kelas ke dalam beberapa kelompok, dan meminta mereka untuk mendiskusikan sejumlah persoalan (yang diambil dari halaman 46) di bawah ini. Mahasiswa diminta untuk menambahkan pertanyaan-pertanyaan mereka sendiri. TUGAS: (1) (2) (3) (4) Tahukah Anda bahwa ada teks yang tergolong ke dalam genre ulasan? Seandainya genre ulasan diberi nama lain, nama apa saja yang sering Anda jumpai? Di media apa Anda dapat menemukan genre ulasan? Apakah yang dapat diulas itu hanya teks? Dapatkah peristiwa atau pertunjukan diulas? Apabila yang diulas teks, teks apa saja yang dapat diulas? Pada saat Anda mengulas sebuah teks, apa yang sesungguhnya Anda kerjakan? Bagaimana Anda menata hasil ulasan Anda? (4) Mahasiswa diminta untuk membuat simpulan berdasarkan jawaban-jawaban terhadap pertanyaanpertanyaan tersebut. Simpulan itu akan dikonfirmasikan nanti pada saat atau setelah proses berikutnya dilakukan. Kegiatan 2 (Bagian B): Pemodelan Teks Ulasan Buku (1) Dosen meminta mahasiswa untuk membaca, mengamati, dan menelusuri teks ulasan buku yang berjudul “Perangi narkoba” (halaman 48-50) dengan memberikan perhatian khusus pada pertanyaan-pertanyaan di bawah ini. Mahasiswa juga diminta untuk mengajukan pertanyaanpertanyaan mereka sendiri. TUGAS: (1) (2) (3) Observasilah teks ulasan buku tentang bahaya penyalahgunaan narkoba yang berjudul “Perangi narkoba” di bawah ini. Sambil Anda mengobservasi teks ulasan buku itu, identifikasilah struktur teks dengan tahapan-tahapan yang membangun teks tersebut. Eksplorasilah genre-genre mikro yang terdapat dalam teks ulasan buku tersebut dan fungsi retoris dari masing-masing genre itu. Formulasi bahasa seperti apa yang dominan pada teks uklasan buku tersebut? Berikan argumentasi mengapa demikian. PERANGI NARKOBA Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 Judul : Penulis Penerbit Tahun Tebal Bahasa Sampul : : : : : : Mencegah bahaya penyalahgunaan narkoba melalui pendidikan budaya dan karakter bangsa Suyadi Penerbit Andi, Yogyakarta 2013 178 halaman + 10 halaman prakata dan daftar isi Indonesia Latar putih, merah, dan hitam (1) Buku ini ditulis oleh Suyadi, seorang akademisi muda yang banyak bergiat di dunia pendidikan dengan menjadi staf pangajar di beberapa universitas di Yogyakarta. Di usianya yang masih tergolong muda (lahir pada tanggal 7 Agustus 1982), penulis yang dijuluki “si pendekar pena” ini bahkan telah menulis lebih dari 40 judul buku, baik yang sudah terbit maupun yang masih dalam proses penerbitan. (2) Buku ini sendiri merupakan pengembangan dari hasil penelitian mengenai penyalahgunaan narkoba oleh kalangan siswa/remaja di Yogyakarta. Buku ini sangat berguna dan perlu dimiliki oleh para pengampu pendidikan bukan hanya karena kekayaan data, tetapi juga karena solusi nyata yang ditawarkan. Gambar 2.2 Sampul Buku 1 (Sumber: Foto oleh tim penulis) (3) Buku ini memaparkan data dan fakta seputar penyalahgunaan narkoba di kalangan remaja/siswa. Melalui sebuah penelitian lapangan, Suyadi berhasil menemukan lorong-lorong gelap sebagai tempat berlangsungnya praktik penyalahgunaan narkoba oleh kalangan pelajar. Dari penelitian itu pula, Suyadi menangkap banyak paradoks penyalahgunaan narkoba di kalangan remaja atau siswa menengah. (4) Satu di antara paradoks itu ialah rentannya kalangan remaja/siswa terperangkap ke dalam penyalahgunaan narkoba, pada satu sisi, padahal bangsa kita adalah bangsa yang religius serta pendidikan nasional kita mengajarkan karakter pancasilais, pada sisi lain. Gejala inilah yang menjadi dorongan utama bagi Suyadi untuk melakukan penelitian saintifik mengenai pola persebaran “penyakit narkoba” di kalangan remaja/siswa. (5) Dengan metodologi penelitian yang terukur serta analisis teoretik yang mendalam, Suyadi menemukan tiga fakta tentang penyalahgunaan narkoba di kalangan remaja di Yogyakarta. Ketiga fakta itu berkenaan dengan tingginya penyalahgunaan narkoba di kalangan pelajar, permisifnya guru dan agresifnya polisi, serta kurang efektifnya penyuluhan narkoba di sekolah. Buku sebagai hasil penelitian ini juga menjawab pertanyaan tentang mengapa remaja/pelajar rentan terhadap penyalahgunaan narkoba dan tentang “lorong-lorong gelap” peredaran narkoba di sekolah. Buku ini juga menyajikan tawaran pemecahan penyalahgunaan narkoba di sekolah. Semuanya diuraikan secara terperinci dengan disertai ilustrasi, sehingga mudah ditangkap dan mengesankan. Selain paparan data yang terperinci 41 42 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 kuat dan terperinci, buku ini juga disajikan dengan menggunakan tabel dan gambar ilustrasi sehingga tampak lebih ilmiah dan menarik. (6) Banyak sekali keunggulan yang terkandung dalam buku ini. Di antaranya ialah buku ditulis berdasarkan penelitian dengan metodologi saintifik. Karena berdasarkan penelitian, yang dituliskan bukan sekadar opini penulis, melainkan data nyata dan faktual. Selain itu, buku ini memberikan informasi secara terperinci dengan disertai ilustrasi, sehingga mudah ditangkap dan mengesankan serta memberi arahan pencegahan penyalahgunaan narkoba. Setidaknya, buku ini sangat berguna menambah khasanah ilmu, khususnya mengenai narkoba. (7) Akan tetapi, buku ini juga bukan tanpa kelemahan. Satu ganjalan pertama dalam membaca buku ini ialah adanya tulisan melingkar (berbentuk seperti stempel) berbunyi “SMA/MA SMK” pada sampul. Tulisan seperti stempel pada sampul ini jelas memberi kesan bahwa buku ini hanya untuk siswa setingkat SLTA. Implikasinya adalah buku ini memberi kesan sebuah buku pelajaran sekolah (textbook). Padahal buku ini bukanlah buku pedoman yang perlu diajarkan kepada siswa. (8) Buku ini, tampaknya, lebih tepat dan bermanfaat bagi para pengampu pendidikan, misalnya pemerintah sebagai pengelola sekolah, guru/pendidik, dan orang tua untuk dijadikan sebagai acuan membuat suatu kebijakan pendidikan. Berbeda dengan buku ini, buku yang berjudul Remaja dan bahaya narkoba – untuk Sekolah Lanjutan Atas (Abdul Rozak dan Wahdi Sayuti) ditujukan bagi pelajar dan pembaca remaja. Jika buku yang disebut pertama menitikberatkan pada praktik penyalahgunaan narkoba, buku yang disebut belakangan membahas berbagai hal yang berkaitan dengan definisi narkoba, jenis-jenisnya, dan bahaya serta sanksi bagi para pemakai, pengedar, dan pembuatnya. Kemudian, jika buku pertama lebih mengedepankan pendidikan karakter sebagai upaya mencegah penyalahgunaan narkoba di kalangan pelajar, buku kedua mengutamakan pendekatan agama dan pengetahuan terhadap sanksi hukum bagi pelajar sebagai upaya mencegah penyalahgunaan narkoba. (9) Meskipun terdapat perbedaan dalam hal pendekatan, kedua buku tersebut ditulis sebagai upaya penyebaran virus-virus positif untuk mencegah para pelajar agar tidak terjerumus ke dalam penyalahgunaan narkoba. (10) Buku Mencegah bahaya penyalahgunaan narkoba melalui pendidikan budaya dan karakter bangsa sangat berguna, khususnya bagi para pengampu pendidikan dan pembuat kebijakan sekolah. Informasi terperinci tentang fakta penyalahgunaan narkoba di kalangan remaja/pelajar dapat dijadikan landasan dalam berupaya untuk memerangi penyalahgunaan narkoba di sekolah-sekolah. Jadi, upaya Suyadi dalam menguak dan menyingkap “lorong-lorong gelap” peredaran narkoba di sekolah patut diberi apresiasi dan acungan jempol. (2) Dosen membimbing mahasiswa untuk merumuskan hasil diskusi mereka bahwa teks ulasan buku ditata menurut struktur teks sebagai berikut. Dosen memotivasi mahasiswa untuk sampai kepada kesadaran bahwa struktur teks adalah struktur berpikir. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 43 Identitas (Opsional) Orientasi Struktur teks ulasan Tafsiran isi Evaluasi Rangkuman Evaluasi (3) Mahasiswa diajak untuk mengidentifikasi dan menganalisis aspek-aspek yang dinilai beserta formulasi bahasa yang digunakan untuk menilai pada teks ulasan buku. (4) Mahasiswa diminta untuk menunjukkan cara mengajukan argumentasi pada teks ulasan buku. (5) Mahasiswa diminta untuk menunjukkan cara mengajukan kritik pada teks ulasan buku. (6) Mahasiswa diajak untuk memformulasikan simpulan menyeluruh tentang struktur teks ulasan buku, hubungan genre yang ada, dan fungsi retoris masing-masing tahapan pada struktur teks tersebut. Tabel 2.5 Struktur teks dan genre mikro pada ulasan buku Struktur Teks Identitas (Opsional) Orientasi Genre Mikro yang Diharapkan Deskripsi Deskripsi ( dan atau meliputi Eksposisi) Tafsiran Isi Deskripsi (dan atau meliputi Rekon) Evaluasi Diskusi (dan atau meliputi Eksplanasi) Fungsi Retoris Menyajikan gambaran mengenai wujud dan ciri-ciri buku yang diulas. Menyampaikan informasi tentang jenis buku yang diulas. Memposisikan buku yang diulas (beserta jati diri penulisnya dan sasaran pembacanya). Menyampaikan pendapat pengulas tentang buku itu. Menyampaikan uraian mengenai ilmu apa yang diulas di buku itu, cocok tidaknya dengan pembaca yang dituju, dan adakah buku lain selain buku yang diulas tersebut. Menceritakan hal yang dilakukan penulis saat ia menulis buku itu. Menyajikan isi buku itu bab demi bab. Menyampaikan penilaian terhadap buku yang diulas dalam berbagai hal dengan menunjukkan keunggulan dan kelemahannya, melalui perbandingan dengan buku sejenis. 44 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 Rangkuman Evaluasi Deskripsi (dan atau meliputi Eksposisi) Menyampaikan kembali apakah pendapat pengulas di atas benar adanya, dan buku itu memang dibutuhkan oleh pembaca yang dituju. Kegiatan 3 (Bagian C): Pembangunan Teks Ulasan Buku secara Bersama-sama (1) Pada kegiatan ini, mahasiswa belum dapat membuat teks ulasan buku sendiri. Oleh sebab itu, mereka masih memerlukan bantuan atau fasilitasi, baik dari dosen maupun dari siapa pun, termasuk teman sejawat. Dosen lebih berperan sebagai fasilitator. (2) Mahasiswa diminta untuk merekonstruksi teks ulasan buku. Ada tiga teks ulasan yang dijadikan bahan rekonstruksi. Teks yang pertama adalah teks ulasan terhadap buku hasil terjemahan dari bahasa Inggris ke dalam bahasa Indonesia. Dua teks yang lain adalah ulasan terhadap buku bahasa yang ditulis dalam bahasa Inggris. (3) Dalam membuat rekonstruksi, apabila teks yang direkonstruksi sudah bagus, mahasiswa diarahkan untuk mengungkapkan hasil rekonstruksi itu dengan bahasa mereka sendiri dengan tetap menjaga isi, struktur teks, dan formulasi bahasa yang digunakan. Apabila teks yang direkonstruksi belum bagus, mahasiswa diminta untuk memperbaikinya sesuai dengan struktur teks dan formulasi bahasa yang seharusnya digunakan. (4) Dalam membuat rekonstruksi, mahasiswa hendaknya selalu diingatkan untuk mengungkapkan rekosntruksi itu dengan bahasa yang baik dan benar. Kegiatan 4 (Bagian D): Pembangunan Teks Ulasan Buku secara Mandiri (1) Pada kegiatan mandiri ini, selain mahasiswa diharapkan membuat rangkuman dari Bab 2, mahasiswa juga diharapkan dapat menghasilkan sejumlah teks ulasan buku melalui proyek kegiatan belajar yang mereka susun sendiri. Untuk itu, mereka diminta untuk mengikuti petunjukpetunjuk yang disampaikan pada halaman 81-82. (2) Dalam membuat teks ulasan, mahasiswa hendaknya selalu diingatkan untuk mengungkapkannya dengan bahasa yang baik dan benar. C. Evaluasi (1) Sesuai dengan tujuan perkuliahan di atas, dan karena genre yang dibahas pada Bab II adalah ulasan buku, mahasiswa dituntut untuk dapat memproduksi teks ulasan buku. (2) Pada prinsipnya, Kegiatan 4 di atas adalah kegiatan mandiri yang menghasilkan teks yang diharapkan sebagaimana dinyatakan dalam tujuan perkulihan ini. Dengan demikian, teks ulasan buku yang dihasilkan mahasiswa itu dapat dijadikan penilaian. (3) Perlu digarisbawahi bahwa pembelajaran bahasa Indonesia ini berbasis kegiatan, yang berarti bahwa penilaian tidak hanya didasarkan pada produk teks yang dihasilkan oleh mahasiswa, tetapi juga proses pembelajaran yang mereka tempuh selama perkuliahan. (4) Mahasiswa juga diminta untuk membuat portofolio sebagai bagian dari penilaian. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 Systemic-Functional Linguistics and Its Implication in Foreign Language Teaching Endang Fauziati Universitas Muhammadiyah Surakarta [email protected]; [email protected] Introduction Applied-linguists study language use in context such as the contexts associated with specialized registers (e.g., business or academic), contexts for language learning (e.g., classrooms and study abroad programs), and contexts for language assessment (e.g., speaking and writing tests). As a result, many of them are interested in linguistic theory that takes into account the contextual dimensions of language. Systemic Functional Linguistics (SFL) views language as a social semiotic resource people use to accomplish their purposes by expressing meanings in context (Halliday, 1985). This perspective is refreshing to applied linguists since it offers a framework for their work. In SFL, language must be studied in contexts such as professional settings, classrooms, and language tests. This paper is particularly meant to present the role of systemic functional linguistic theory in language teaching in Indonesia. Three topics have been chosen for discussion, namely an overview of systemic functional linguistics, pedagogical implication, and SFL Genre-Based Approach in Language Education in Indonesian schools. An Overview of Systemic Functional Linguistics Systemic-Functional Linguistics also called critical linguistics (Fairclough, 1992; Pennycook, 2001) is an approach to language developed by Halliday (1985). While many of the linguistic theories today are concerned with language as a mental process (see Chomsky), SFL is closely related to with sociology; it explores how language is used in social contexts to achieve particular goals. SFL does not address how language is processed or represented within the brain, but rather looks at the text produced (whether spoken or written) and its contexts. As it concerns with language use, SFL places more emphasis on language function (what it is used for) than on language structure (how it is composed). SFL starts at social context, looks at how language acts upon it and is constrained by it (O’Donnell, 2011: 2). A 45 46 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 central notion in SFL is stratification in which language is analyzed based on four strata: context, semantics, lexico-grammar, and phonology-graphology. Context: From SFL point of view, language can only be understood in relation to its environment of use. The environment of language seen as texts and their component parts is called the context of situation, whereas the environment of language seen as a system (its lexical items and grammatical categories) is the context of culture (Halliday, 1978). As Halliday (1978: 10) points out, “the context of situation is a theoretical construct for explaining how a text relates to the social processes within which it is located”. Context of situation consists of field, tenor, and mode. First, Field refers to what the talk or the text is about. Examples of typical field are science, education, war, medicine, sports and specific fields are biology, microbiology, language education, English language education, etc. Second, Tenor refers the people involved in the communication and the relationships between them. This includes: Power relations (e.g. unequal: doctor/patient, teacher/student, equal: friend/friend, student/student), formality (formal/informal), closeness (distant/neutral/close). Third, Mode refers to what part the language is playing in the interaction and what form does it take (spoken or written). It includes Role (Ancillary: language accompanying nonverbal activity, as when we talk as we cook together or constitutive: the event is defined by the language, as in a speech), Channel: written vs. spoken, or some mix, directionality: uni-directional channel or bi-directional (unidirectional allows only monologue, while a bi-directional channel allows dialogue), Media: +/-visual contact (e.g., -visual for a telephone conversation); use of multimedia (video, powerpoint, etc.), Preparation: spontaneous vs. prepared; rushed vs. time for reflection (O’Donnell, 2011). Semantics: Semantics in SLF includes pragmatics. Halliday (1985) developed a theory of the fundamental functions of language. The SFL semantic component is construed of three metafunctions: ideational, interpersonal and textual. First, ideational metafunction (the propositional content) is about the natural world in the broadest sense. In informal terms it refers to the content of the message. It is concerned with the processes involved (i.e. actions, events or states, entities) and the circumstances within which they take place. Second, interpersonal metafunction is about the social world, especially the relationship between the speaker and the hearer, and is concerned with clauses as exchange. It includes speechfunction, exchange structure, expression of attitude, etc.). Third, textual metafunction is about Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 47 the verbal world, especially the flow of information in a text, and is concerned with clauses as messages. It deals with how the text is structured as a message, involving thematic structure, information structure, and cohesion (Halliday (1985). Fifth, lexicogrammar is a term peculiar to FLF to describe the continuity between grammar and lexis. For many linguists, these phenomena are discrete. But Halliday brings them together with this term, he describes the relation of grammar to lexis as one of a cline and delicacy. He states 'The grammarian's dream is...to turn the whole of linguistic form into grammar, hoping to show that lexis can be defined as "most delicate grammar" (1961). The term lexicogrammar has two distinct but related notions: (1) the typical lexical and grammatical environment of a sign as it is habitually used in naturally occurring texts or ‘discourse’, and (2) the core stratum of ‘wording’ in Halliday’s model of language, which serves to mediate between the lower stratum of ‘sounding’ (graphology/phonology) and higher ‘meaning’ (semantics/discourse) (Halliday, 1961, Fries et al. 2002, Halliday & Matthiessen 2004). The Role of SFL in Language Education SFL has had much influence in education in various parts of the world (Connor, 1996) and its influence is most prominent in teaching writing (Wells, 1999) and critical discourse analysis (Faircoulgh, 1995). Its contribution to language education is centred on its relevance to the explanation and interpretation of texts. It is therefore the primary 'learning outcome' of courses in SFL will be an awareness of the role of lexicogrammar (the integrated system of grammar and lexis) in the production and negotiation of the social meanings that are realized in both spoken and written texts. Systemic Functional Linguistics highlights the relationship between language, text and context. SFL is both a theory of language and a methodology for analysing texts and their contexts of use. Due to its dual nature, SFL aims to explain how individuals use language and how language is structured for its different usages (Eggins, 1994). With regards to language education, Lock (1996: 1) states “systemic functional perspective does not focus on the distinction between grammatical and ungrammatical linguistic forms, but rather on the appropriateness of each lexico-gramatical choice for a particular communicative purpose in a particular social context”. In learning a foreign language the learners are expected to develop the ability to communicate effectively with other speakers or writers of the new language. To do so, they need a grammatical description 48 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 of the language that goes beyond listing forms and structures and includes a description of the available linguistic resources and of how they are used in social interactions. Systemic functional linguistics is particularly adequate for the task since it conceives: “The grammar of a language as a resource for making and exchanging meanings. A functional grammar is therefore the kind of grammar most likely to have useful things to say to language learners and teachers” (Lock, 1996: 3). Since SFL is interested in explaining how people use language in everyday life and how language is structured according to its different forms of usage, the notion of context is central in this approach. From a systemic point of view, language can only be understood in relation to its environment of use, and this premise is particularly evident in the language classroom, where both spoken and written texts should not be interpreted in isolation from their contexts of production and circulation. According to SFL, the environment of language seen as texts is the context of situation, whereas the environment of language seen as a system is the context of culture (Halliday, 1978). Halliday (1978) argues for the importance of the context in language education based on the unique role played by language in the learning process. Here language functions as substance, instrument, and object. A substance means learning a language, be it a native language or foreign language. An instrument means learning through language, which applies to all fields of knowledge and to all educational levels. And an object means learning about language such as its grammar, genres, registers, word formation, etc. If all kinds of learning are mediated through language, what is the specific role of language in language education? The answer comes from Halliday is that in the environment of language teaching/learning there is an inseparable relationship between language as medium of learning (as in developing oral proficiency, for instance), and language as the substance of what is being taught/learned, as in the process of teaching/learning second or foreign languages, the mother tongue, reading and writing, grammar, etc. In a functional level, what is distinctive about language education is its permanent focus in the context, a context which is outside of language itself (Halliday, 1978). Language plays a three-fold role in language education: (1) in linguistic terms, it is the substance of what is being learned; it is what we have to master in order to perform; (2) in extra-linguistic terms, it is the ‘instrument’ through which we learn, and in that sense it constitutes a resource for learning; and (3) in ‘metalinguistic’ terms it is the object of learning, Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 49 the content we have to learn about. According to Halliday (1978), what unites these aspects of language education is that learners are expected to create a system, a meaning potential, from the instantiations of language (texts) they are exposed to. And the key to this transformation is the context of situation, that is, “the coherent pattern of activities from which the discourse gains its relevance” (Halliday, 1978: 22). And it is also from the context of situation that the language learner will be able to construe a higher level system−the context of culture. In language education, learners have to make predictions in two ways: to predict the text from the context, and to predict the context from the text, and this poses a particular difficulty to second or foreing language learners who are still unfamiliar with the total pattern of the new language: they have to learn from texts produced in a language they have little experience of. In Halliday’s (1978: 23) words, in language education “The learner has to (1) process and produce text; (2) relate it to, and construe from it, the context of situation; (3) build up the potential that lies behind this text and others like it; and (4) relate it to, and construe from it, the context of culture that lies behind that situation and others like it. These are not different components of the process, with separate activities attatched to them; they are different perspectives on a single, unitary process.” Considerable emphasis in teaching is therefore given to the exploration of how the functional elements of language structure realise available options from the three general areas of meaning referred to above. Texts may then be analysed in terms of the range and nature of such options. In the teaching and learning environment this clearly requires a constant alternation between the development of descriptive and analytical skills and their application to a range of text types. A typical exercise might involve, for example, the comparative analysis of lexicogrammatical features in different types of texts. SFL-Genre-Based Approach in Language Education in Indonesian Schools SFL-Genre-based approach has been implemented in EFL teaching since the enactment of curriculum 2004 (and it is implemented in Indonesian teaching in Curriculum 2013). The 2004 English curriculum is designed based on the government regulation stating that the language education (including English) is meant to develop reading and writing culture (Chapter III, Article 21, Point 2); and that the competence for language subjects should emphasize the ability to read and write (Chapter III, Article 25, Point 3) suitable for the levels of education. The competency standard for secondary education is aimed at improving the learners’ intelligence, knowledge, personality, integrity, and life skills in order to live 50 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 independently and to pursue further education (Chapter III, Article 26, point 2). This regulation explicitly indicates that Indonesian government has a great commitment to improve the nation’s literacy level since it is the key to learning any other subjects. It implied that language education is expected to develop communicative competence or the ability to communicate in spoken or written language so that learners will possess the so called social skills. That is why the 2004 English curriculum is designed based competence in which learners are expected to be able to communicate (written and oral) in English as life skills. The concept of competence adopted in this curriculum is the one developed by Celce-Murcia et al. (1995) since it is pedagogically motivated or developed for language learning purposes. This model states that the ultimate competence is communicative competence or discourse competence which includes four sub-competences, namely: linguistic, actional, socio-cultural, and strategic. (see Agustien, 2006) At the practical level, the goal of language education is to facilitate learners’ ability to create or produce texts (written and oral). The types of text (genres) developed in this curriculum include transactional conversations (to get something done), interpersonal conversations (to establish and maintain social relations), short functional texts (announcements, greeting cards etc.), monologues and essays of certain genres. In other words, these are the communicative competence to be developed. With regards to the literacy levels, senior high school graduates are expected handle the university level of text or are able to access knowledge typically obtained at tertiary education. For this reason, the text types given for junior high school level are procedure, descriptive, recount, narrative, and report and for senior high school level are descriptive, report, news item, narrative, discussion, explanation, exposition, and review. Based on Well’s taxonomy (1987), the junior high school literacy level is the functional level (using English for life survival such as carrying out transactional exchanges, reading for fun, reading popular science or teenagers’ encyclopedia, etc. and the literacy level for senior high school is the informational level (using English to carry out more extended and interpersonal conversations, to deal with texts to access knowledge at university level, for self study. (see Agustien, 2006) The National Curriculum Board determines to implement SFL-GBA for classroom procedure since this is the most suitable approach to handle competency-based curriculum. GBA as discussed previously is materialized in the two learning cycles and four in which Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 51 joint construction and scaffolding talk play important roles. The first cycle integrates the development of speaking and listening skills whereas the second cycle is aimed at developing the ability to use written language. The cycles are depicted in the diagram below. (Hammond 1992: 17) In planning the lessons, teachers need to go around the cycle twice. In the first cycle, they start with Building Knowledge of the Field (BKF) where teachers and students build cultural context, share experiences, discuss vocabulary, grammatical patterns and so on. All of these are geared around the types of spoken texts and topics they are going to deal with at the second stage. The second stage is Modeling of Text (MT) where students listen to statements of short functional texts, conversations, and monologues that are geared around a certain communicative purpose. The third stage is Joint Construction of Text (JCT). At this stage they try to develop spoken texts with their peers and with the help from the teachers. They need to demonstrate their speaking ability and to show confidence to speak. The final stage is Independent Construction of Text (ICT). At this stage, students are expected to be able to speak spontaneously or to carry our monologues that are aimed at giving directions or showing ways to do things such as how to make a kite, how to make a paper cap, and so on. Thus, the first cycle integrates the development of speaking and listening skills. 52 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 The second cycle is aimed at developing the ability to use written language. The teachers and students go through all the four stages once more. However, at the stage of MT students are exposed to written texts. Here students develop reading skills, followed by joint construction in writing texts, and finally they write texts independently. Like the strategies employed in the first cycle, activities in this cycle are also geared around the same communicative purpose. Students read short functional texts and procedural texts, and then they write texts similar to what they have read. In this way, the integration of the four skills is created by the communicative purpose(s) of texts. Students speak what they have heard, read what they have talked about, and write what they have read. To carry out activities at all stages, teachers can use some ingredients from various teaching methods/techniques popularized in foreign language teaching methodology such as Grammar Translation Method, Direct Method, Reading Method, Situational Language Teaching, Community Language Learning, Communicative Language Teaching, and other types of active, collaborative learning as proposed by Mel Silberman (1999). These are still applicable and relevant to SFL-GBA. The most important thing is that every classroom activity has to be aimed at providing learning experiences to use language in order to achieve communicative competence. Conclusion Systemic Functional Linguistics is a theory of language which highlights the relationship between language, text and context. Its scope is wide in that it sets out to explain how humans make meaning through language and other semiotic resources, and to understand the relationship between language and society. The contribution of SFL to language education is centred predominantly on its relevance to the explanation and interpretation of texts. It is therefore a general assumption about the learning outcome of SFL courses is an awareness of the role of lexicogrammar in the production and negotiation of the social meanings that are realised in both spoken and written texts. SFL-GBA where teaching and learning is based on the result of genre analysis and which focuses on the understanding and production of selected genres of texts has been around with us since 1970s and was first popularized as teaching technique for writing skill (the modification of process approach). Currently, this model has become increasingly Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 53 influential in mainstream ELT in Indonesia since the implementation of curriculum 2004. The classroom implementation of SFL-GBA consists of four stages: building knowledge of field, modeling of text, join construction of text, and individual construction of text. References Agustien, H.I.R. 2006.Text-Based Curriculum and Genre Approach. A plenary paper presented at UPI National Seminar, 27 February 2006. Celce-Murcia, M., Z. Dornyei, S. Thurrell 1995. Communicative Competence: A Pedagogically Motivated Model with Content Specifications. In Issues in Applied Linguistics, 6/2: 5-35. Eggins, S. (1994) An introduction to systemic functional linguistics. London: Pinter Fairclough, N. (1995). Critical Discourse Analysis: The Critical Study of Language. HarlowEssex: Longman Group Limited.Halliday, M.A.K. (1979). Linguistics in teacher education. In J. Maling-Keepes & B.D. Keepes (Eds.), Language in education. The language development project. Phase 1 (pp. 279286). Canberra: Curriculum Development Centre, Halliday, M.A.K. (1985) An Introduction to Functional Grammar. London: Edward Arnold. Halliday, M.A.K. and C.M.I.M. Matthiessen (2004) Introduction to Functional Grammar. 3rd Edition, London: Edward Arnold. Social –Semiotic Perspective. Victoria: Deakin University Press. Hammond et. al. 1992. English for Special Purposes: A handbook for Teachers of Adult Literacy. Sydney: NCELTR. Martin, J. R. (2001). Language, register and genre. In A. Burns & C. Coffin (Eds.), Analysing English in a global context: A reader (pp. 149-166). London: Routlege/Macquarie University/The Open University. 54 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 Mel Silberman. 1999. Active learning: Strategies to Teach Any Subject. Allyn and Bacon: Needham Heights, Massachusetts McLeod, Saul (2014) Lev Vygotsky. Retrieved on December 20th, 2015 Lock, G. (1996). Functional English grammar: An introduction for second language teachers.Cambridge: Cambridge UP Wells, B. 1987. “Apprenticeship in Literacy”. In Interchange 18,1/2: 109-123 MAKALAH PENDAMPING Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 APPLYING ACTIVE LISTENING SKILL FOR STUDENTS’ LISTENING ASSESSMENT BY SYSTEMIC FUNCTIONAL LINGUISTICS APPROACH Vilya Lakstian Catra Mulia3 ABSTRACT Listening is one of language competences as a set of communication and interpersonal skills by listening ideas, integrate information, and evaluate what we hear. Student’s listening ability is also assessed by educator. Among tests applied commonly to students, active listening skill is a good choice. It was firstly used by therapist to paraphrase his client’s matter for improving other’s understandably feeling. In fact, it is applicable for checking listening skill by paraphrasing what a listener hears. It requires interpretation for allowing student to independently make sense of listened information. This way results drawing conclusion or stating expansion. By systemic functional linguistics approach, the results can be explored. They are explored through clauses. The analysis can assess students’ ability towards their interpretations. In this descriptive qualitative research, the writer assesses his students taking listening for hotel subject by performing active listening skill. This skill will be analogous with his students’ language skill to recheck, ensure, and convey information while encountering their guests in hotel. The data collection is done by observation while assessing his students’ active listening skill through paraphrasing information from the audios. They are the data source supported with transcription which is for analysis later. Lexicogrammar is the primary data. Purposive sampling is done by taking students’ clauses with mood structure, transitivity, theme-rheme, and separating minor clauses. This active listening skill research results that most students express declarative clauses together with monologue mode, but their qualities can be tracked from the abilities of showing exchanges to know taking-giving impacts. Their perceptions are not only propositions, but also drawing proposals. In processes, there are some additional processes newly added by their active listening skill. They are also able to draw conclusion resulted from interpreting multiple processes. For thematic structures, there are shift and development on the theme types. Active listening skill is recommended to comprehend students’ skill fully. In addition, it makes listening assessment become precious and valuable because of considering multiple dimensions which are ideationally, interpersonally, and textually. Keywords: active listening, listening skill, systemic functional linguistics A. INTRODUCTION In order to perform communication, everyone is highly required to grasp language skills. This way is done because real communication asks us to enable dealing with various language users in many applications. Fairclough (1995: 239) say that communication is one of core competences which aim to develop communication skills as a way of structuring relationship between people in a changing and multicultural society. He also explains how five aims (listening, speaking, reading, and writing), as people learn, is broken down into specific skills. Among those aims, listening is exclusively designed for interpreting and making sense of language by receiving the stimulation with auditory sense. Fairclough (1995: 239) lists 3 The writer is an English lecturer in Foreign Language Academy Harapan Bangsa Surakarta, Jl. Ir. Sutami No 46, Kentingan – Sekarpace, Surakarta. Email: [email protected]. Telp: 085 628 347 15 55 56 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 listening focuses into the statement saying “listening is glossed as to listen and respond appropriately to oral requests and presentations”. This skill figures phenomena listened by students under the aim of role identification within social skills. The Common Core State Standard for Speaking and Listening (in Palmer, 2010: 24) requires students to develop a range of broadly useful communication and interpersonal skills by listening to ideas, integrate information from oral, visual, quantitative, and media source, and evaluate what they hear to help achieving communicative process. Listening is commonly used for assessing someone’s language skill by tests. However, students should not just be prepared for test only because the skill is continued in whole life. Learning method should be developed in order to internalize the skill so that students are able to deal it both test and social interaction. To reach the goal, it is recommended to allow students to express what they hear independently in freedom. Educator should appreciate the way of students in comprehending the matters they are being listened. It is important to note for assesment, not just sourced from answering question only (i.e filling blanks or choosing multiple choice). The other important thing to assess students’ is how the expressed idea enables showing or drawing conclusion even expansion on their listening skill. It can be shown through their expressed clauses for interpretation. B. REVIEW ON RELATED LITERATURE 1. Active Listening (AL) As listening requires students’ comprehension towards the issues being listened, they are better to interpret the situation and to have the image. AL is a good choice to realize. AL is the decision of expressing listening skill by paraphrasing messages. AL skill requires listener’s interpretation with working mind. Related to brain system, Munte and Klump (2008: 1) say that AL happens on all levels of auditory system from the cocklea via the brainstem structures and the mid brain to the auditory cortex and beyond. Basically, it is usually used by therapists in order to encounter their clients’ problems. AL is designed for helping receiver to communicate his or her idea much satisfying to improve other’s understandably feeling. AL shows higher level than comprehension by simple acknowledgment. In addition, people will be much attracted socially to those who support their way of thinking about the world (see Weger, Castle, Emmet, 2010). 2. Systemic Functional Linguistics (SFL) In order to support the assessment on student’s independent listening interpretation, SFL is the right decision to choose. SFL mediates how AL is able to know students’ abilities in comprehending messages. From expressed clauses, the writer explores their developments, improvements, and appreciations through SFL’s lexicogrammar. In this article, the writer monitors his students’ ALs ideationally, interpersonally, and textually as SFL defines in language metafunctions. By the metafunctions, the writer analyzes AL on speech function and exchange, process, and thematic structure sourced from lexicogrammatical aspects as follows: a. Mood The way of exchanging messages is shown through mood structure. It is categorized in interpersonal metafunction. Mood structure use subject and finite as the core of speech and exchange functions. The speech function has three types. They are declarative, interrogative, and imperative; whereas the exchanges are proposition and proposal. Proposisiton is by taking Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 57 and giving information. On other side, proposal is by taking and giving goods or service. Mood structure is shown by grammatical elements such as polarity, modality, and tense. They are provided in finite. Subject stands side by side with finite as the negotiation or transaction devices (Djatmika, 2012: 47; Santosa 2003: 111). There are two types of mood structure. The first is indicative which is categorized into declarative and interogative (polar and Wh). Declarative has Subject^Finite structure. Interogative has Finite^Subject for polar and Wh^Finite^Subject for Wh. The second type is imperative with Predicator as the main structure (see Santosa, 2003: 109). b. Transitivity Clauses represent how language user express about the “world”. This way is “what’s going on” function of language. This function is also suitable for listening skill so that listeners are able to imagine the world they are encountering with. SFL refers this phenomenon as process. It is classified as language function on ideational: experiential (Halliday, 1990; Martin, Matthiessen, dan Painter, 2003; Gerot dan Wignel, 1995). There are six processes such as material, verbal, mental, behavioral: (verbal & mental), relational: (attributive & identification), and existential. These various types of process are categorized to classify our experience along with suitable involved participants (Martin, Matthiessen, dan Painter 2003: 102). Gerot dan Wignel (1995: 54) say that the process is the core together with various participants and circumstances. The process is realized by verb, participant by noun, and circumstance by adjunct. c. Theme-Rheme The third metafunction working on clause is textual. This function involves the use of language in organizing the text itself. The exploration can be proved from the analysis of theme and rheme. Halliday (1990: 38) states that theme is the element of beginning point on the message. Furthermore, it becomes the attention of clause because sequenced information places theme as the beginning naturally bringing character of clause as message. Rheme exists by following theme. It is the new information for developing theme. There are three types of themes. They are ideational, interpersonal, and textual. Ideational theme involves topical theme which is then categorized into unmarked and marked cases. For unmarked, the topical theme is subject. In contrast, marked case is not subject. It is adverbial, prepositional phrase, and complement. They are all positioned in the beginning of clause. Every clause must be analyzed until reaching topical theme. For textual theme, it relates clause with its context. There are conjunction, conjunctive adjunct, and continuative. It has logico-semantic relation, so it is also labeled. Interpersonal theme includes modal adjunct, finite, and WH (see Gerot &Wignell, 1995: 104-105). C. RESEARCH METHODOLOGY This article applies qualitative research as Blaxter et al (1996: 60) says it focuses on collecting and analyzing non-numerical data. This article is presented from analyzing clauses expressed by students. The clause analysis is shown through the descriptions of mood structure, transitivity, and theme-rheme.This treatment is analogously like Sutopo (2006: 40) saying that qualitative research concerns on the description of data containing words, clauses, or sentences having more meaningful and arousing much than just numeric or frequency. That is why this article is provided in qualitative descriptive. Lincoln and Guba (1985: 42) explain research location as focus-determined boundary and the limitation decided by research object. This research takes place on the occasion of assessing listening skill by AL when the writer (as the lecturer) observed his students’ 58 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 listening skill. Furthermore, the source of the data are taken by observation in the class. This research is conducted by asking students in the classroom to listen the audios on hotel activity. The audios are played in different occasions with same roles and participants in the topics of handling hotel industries, like the students are concentrating on, because they took listening for hotel subject. The audios are chosen on the occasion happening on reservation and check-out by receptionist and hotel guest. This application is done for his students. The writer didn’t lead his students for AL results. The observation was done naturally.So, there are two data sources. They are students and their recording transcriptionreflecting participant and document. Sutopo (2006: 57) explains data source as where the data are taken including place, informant, event, document, site, etc. The primary data in this article is the lexicogrammar which is used by the writer to do analysis. It has hold scientific status (see Lincoln & Guba, 1985: 335) as the data related to SFL approach. To providing the required data, the writer chooses selectively by purposive sampling. Goetz and Le Compte (in Sutopo, 2006: 65) refers this technique as criterion-based selection. The data selections in this article are by considering: a) the clauses expressed by the students, b) the clauses with mood structure, transitivity, and theme-rheme, c) the separation of minor clause because of incapability of expressing complete context. The writer recorded his students ideas by recording what they said for interpreting the audios. It shows method triangulation by document analysis and observation, while source triangulation is from students’ AL transcriptions and the students themselves. To perform the research, the audios were played in different events but they were performed byparticipants with same roles and in the topics of handling hotel industries. The occasions happen on reservation and check-out by receptionist and guest.The decision of choosing reservation and check out comes from the detail information. Reservation shows how guest gives much information about identity, schedule, type of room, and price. In other hand, check out reveals the result of all guest’s activities using hotel facilities until resulting total price. They are two related sequence showing the beginning information to the result of leaving the hotel room. D. DISCUSSION The writer breaks the expressions uttered by participants into clauses. Because of using SFL approach, clause is the base of analysis. The selected clauses contain the essential elements used for SFL analysis such as subject and finite. The clauses below are the examples taken from the receptionist as the hotel staff (symbolized by “s” on the coding) and guest (g) on the events of reservation (re) and check out (co) My name is S F Ann Rafferty C And conjunction I S (au/re/g/1/1) ‘ll F get P the bill C for you adjunct (au/co/s/2/1) Table 1. Expressed clauses from the audios No 1. 2. Roles Guest Hotel Staff Clauses Reservation Check out 6 7 11 8 Total 13 19 In this research, the writer wants to know his students’ comprehension on listening by using AL skill. This skill requires students’ ability to paraphrase what they hear, then interpret the messages based on their perceptions. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 59 Table 2. Expressed clauses by students on AL No 1. 2. 3. 4. 5. 6. Students Ik In Ai Tr Ar Ag Clauses Reservation Check out 7 3 6 7 4 1 4 3 6 5 7 4 Total 10 13 5 7 11 11 The table above shows how students are able to retell their perceptions into their own words. The number of retold message can be fewer than the original. This finding happens because they retell by summarizing the details. It is acceptable as long as the core information is still on hand. It is also the fact that we commonly summarize everything in brief. 1. Speech Function and Exchange Speech functions and exchanges are sourced from mood structure analysis. The tables here are provided to compare the students’ AL skill and the original audio. Firstly, the speech functions are the early attention. The numbers are united both reservation and check out. Table 3. Speech function realization from the audios No Roles 1. Guest 2. Hotel Staff Declarative Interrogative 12 1 11 2 Imperative 1 Total 13 14 Table 4. Speech function realization by students with AL No 1. 2. 3. 4. 5. 6. Students Ik In Ai Tr Ar Ag Declarative Interrogative 10 13 5 7 11 11 Imperative - Total 10 13 5 7 11 11 The speech functions from the audios are various because the conversations are arranged suitably with the context as if listeners are really in the place. This arranged situation makes the speech functions almost include those three types. It is different when students paraphrase the messages uttered by the participants in the audio. The AL results declarative clauses. It is a nature that we will retell in declarative mode easily, unlike advanced story teller who can express various speech functions in the way of mimicking told event. (1) (2) and I would like to make reservation twenty first Indicative: Declarative; Proposal How long do you plan to stay with us? Indicative: Interrogative; Proposition for the weekend of Friday June (au/re/g/1/2) (au/re/s/2/2) 60 (3) Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 To Sunday the twenty third = minor clause4 (au/re/g/2/1) (4) And she wants to stay at the hotel Conj S F/P adjunct Mood for three days [from twenty first June up to twenty third] Adjunct Residue Indicative: declarative; proposal (al/re/ik/2) The clause (1), (2), and (3) are the sequence of checking which involves the staff and the guest. The clause (4) is expressed by ik (one of the researched students) by expressing her AL skill. It shows how she summarizes the sequence. The details are expressed in brief in an adjunct constituent. After getting speech functions, mood structure is also the base of finding exchanges. SFL allows us to get how language plays its role on exchanging message. There are two types of exchange. First, it is proposition which shows taking or giving information. Second, it is proposal presenting clause with taking or giving goods or service. The clause (2) can be the example of proposition. It is the example how the participant – in this case, the staff – wants to get information from his guest. It is expressed by uttering interrogative clause. On the other hand, the clause (1) and (4) express proposal exchanges. (1) delivers the guest’s intention towards asking the staff to do something for her. That is for reservation. To reveal this discussion, AL skill is also able to express proposal like what is shown on (4). In this clause, the student tries to visualize the guest’s request. Here is the table. Table 5. Exchange realization from the audio No Roles 1. Guest 2. Hotel Staff Total Proposition 10 9 19 Proposal 3 10 13 Total 13 19 32 Table 5 provides exchange total happening on the participants involved in the audios. It can be meant that the staff plays his role more than the guest. The staff expresses more proposals. This finding relates to the reality that most hotel staffs try to satisfy their guests by offering services (e.g facility, help, room key, etc) and asking for administration requirements (e.g identity card, days of staying, etc). AL includes exchange as well. This way happens together with the ideas through expressed clauses by the speaker. The table below is provided to compare the exhanges. Table 6. Exchange realization by students’ AL No 1. 2. 3. 4. Students Ik In Ai Tr Proposition 5 9 4 5 Proposal 5 4 1 2 Total 10 13 5 7 4 This clause is minor because there aren’t any subject and finite. In SFL, minor clause is left for analysis. Without these elements, language meta‐function cannot be executed. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 61 5. Ar 6. Ag Total 10 6 39 1 5 18 11 11 57 Based on their paraphrasing skill, they tend to focus on telling about taking or giving information by the staff and the guest. Those numbers prove their perceptions on telling exchanges happening on the encountered context which dominantly deal with registration and administration needs than service because the receptionist here highly involves on filling forms of reservation and informing the bill. The will stay on Friday June guest twenty first S F P Adjunct Mood Residue Indicative: Declarative; Proposition (al/ai/re/1) And she has additional charge on local phone Conjunction S F/P C Mood Residue Indicative: Declarative; Proposition (al/ag/co/2) This dominance does not make proposal left from analysis. The way of paraphrasing proposal must be appreciated. The proposals direct them to comprehend the goods and services being exchanged. Of course, they will work much on them next time while working in hospitality industry. She S will F pay P fifty dollars per night C Mood Residue Indicative: Declarative; Proposal (al/Ai/re/4) The guest wants to check out S F/P Mood Residue Indicative: Declarative; Proposal (al/Ik/co/1) Speech function and exchange can be considered as the indicators of students’ AL skill in comprehending what they hear. When mood structures show how they express and exchange clauses on taking-or-giving impacts, the messages are better to validate with the contents; what is going on the context? It is described in the term “message as process”. 2. Process Process is taken from transitivity analysis. The processes here are firstly analysed on the audios as the learning media. The happening processes involve three types. They are material, mental, and relational: attributive processes. Material process shows physical action (e.g I reserve you and your daughter a room facing main street from Friday June 21st until Sunday June 23rd). Mental process is done through senses without physical action (e.g I hope you have pleasant stay here), and relational: attributive happens through giving attribute (e.g I’m Miss Ann Rafferty in room 1206). Table 7. Process realization from the audios No Roles Mat Verb Ment 1. Guest 2. Hotel Staff Total 6 7 13 - 2 8 10 Behavioral Verb Ment - Relational Attr Id 5 4 9 - Exist - 62 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 The various processes from the audios are then compared with students’ AL. The purpose of identifying student’s process is for showing how they are able to represent the events from the audios by their own ideas. Table 8. Process realization with AL No Students 1. Ik 2. In 3. Ai 4. Tr 5. Ar 6. Ag Total Mat Verb Ment 4 5 3 6 8 9 35 3 3 1 1 Behavioral Verb Ment 1 3 1 1 1 7 - Relational Attr Id 1 3 1 1 1 7 - Exist Total 3 2 5 10 14 5 7 11 11 58 Based on table 8 above, it seems that the students are able to expand the processes from the event. When the table 7 only shows three processes, this table is able to prove their abilities in expressing process types which have not been mentioned yet in the audios. There are additional processes such as verbal, behavioral: verbal, and existential. Verbal process is the real saying process without behavioral element. There are three participants such as sayer (who is saying), verbiage (the thing which is being said), and receiver (who is receiving the message). And the receptionist Sayer retells Pro: Verbal about the charge Cir. Matter (al/co/ik/2) Unlike the previous process, behavioral: verbal shows not only saying process, but also physical action. The participants are behaver (who is doing this process), verbiage (the message being talked), and receiver. And she Behaver refuses Pro: Behavioral: Verbal the receptionist’s help Verbiage (al/co/ag/3) Existential process requires existent as the participant which is exist. This process is commonly followed by the word “there” as the existential marker. In the audio, Cir. Angle there are Pro: Existential two persons Existent (al/co/in/1) To assess students’ AL skill based on the table 8, it is shown that although Ik doesn’t express so many in number, this student is able to say various processes than others, there are 5 processes. In wins for clause total, although this student expresses 4 processes. Ai and Tr are weak in expressing the “what is going on”, but Ai wins the process spread.Ai is able to express the process which is missed by Tr, that is by giving attribute through relational: Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 63 attributive process.This case involves educator’s attention whether deciding better mark based on clause total or creative perspective. By looking at the table of process, teacher or lecturer can know how many perspectives the students enable to express. In addition, it relates to the way of AL participants in exploring the “world”. 3. Thematic Structure In this research, the writer has provided the thematic structures expressed by the audios and students. This way is used for exploring the dynamics of themes from the audios, students, and their results. The findings show whether there are shifts and developments on the themes. Table 9. Themes from the audios No 1. 2. Roles Ideational Marked Unmarked 13 1 19 Guest Hotel staff Interpersonal Textual 2 8 3 3 The table above shows the guest just focuses on what she is talking about. There is no marked case so that it shows the guest straight to the point. She prefers more to whom she is negotiating (e.g My name is Ann Rafferty). She also uses interpersonal and textual themes on the communication with the staff. The interpersonal themes are dominantly in interrogative clauses (e.g is the price different?). Textual ones are for connecting the previous expressed clauses (e.g and I’d like to check out?). Topical marked theme is expressed by the hotel staff. This finding is analogous with what is commonly uttered to guest. Marked themes show that the messages are attributed with supporting issue (e.g in addition to the charge for the two nights, you see there is a charge for a couple of phone calls). The exploration takes turn on students’ interpretation then. With AL, the writer finds shifts and developments on expressing various types of theme. Thematic structure allows us to analyze topicality in the understanding of coherence on a part of text with others (Halliday & Hasan, 1985: 45). Here is the table of themes from students’ AL. Table 10. Themes from Students’ AL No 1. 2. 3. 4. 5. 6. Students Ik In Ai Tr Ar Ag Ideational Marked Unmarked 10 11 3 5 6 1 11 10 - Interpersonal Textual - 9 4 2 4 6 8 Table 10 shows students’ ALs expressed in ideational and textual themes. None of interpersonal theme is uttered by students in their ALs. This finding realizes the mode of using language. In the way of examining this AL research, the language activity is done by monologue. The writer was not involved in directing students’ ALs. He recorded and transcribed what the students said only. Interpersonal theme tends to appear on dialogue mode, because expressed language units are more expected to prepositions and proposals which get effects on speaking partner (or addressee). Gerot and Wignel (1995: 106) list 64 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 interpersonal theme realized by modal adjunct, vocative, finite, and WH. Specifically, Martin, Matthiessen, and Painter (2005: 25) specifies the identification of interpersonal theme on finite for expecting response (from addressee), WH element for requiring addressee’s answer, vocative for identifying addressee, and adjunct chosen for showing speaker’s comment, assessment, and attitude toward the message. The uses of such themes have particular function to express students’ ideas from what they hear. Unmarked topical theme is uttered for directly saying participant involved in the message. The examples, according to the students’ ALs, are the guest, the receptionist, they, and she. This is the strategy by students in performing their ALs. The guest Unmarked Topical Theme will stay on Friday [June twenty first] Rheme (al/re/ai/1) Unmarked theme is not only said for showing participant, it is also expressed for existential clause. The unmarked topical theme is shown by there as Martin, Matthiessen, and Painter (2005: 34) saying that there serves as subject on clause. There Unmarked Topical Theme are some additions from the hotel Rheme (al/co/in/5) Students also have strategy to express their ALs with textual theme. This kind of theme appears in the beginning of clause they speak. Mostly, it is said in the form of conjunction. Students use conjunction to connect a clause which is being said with the previous. Gerot and Wignell (1995: 105-106) refer conjunction as structural label specified for textual theme. There are several markers for textual theme expressed by the students such as and, then, and but. For those conjunctions, the dominant is and. The students use it for adding information. And Conjunction Textual Theme the guest Unmarked Topical Ideational Theme Will stay Rheme three days (al/re/ag/3) Besides giving addition, conjunction is also used by the students to show continuity. This finding indicates that the students are able to include sequence of multiple events or actions. Then the guest Conjunction Unmarked Topical Textual Ideational Theme Theme will Stay two days Rheme there (al/re/ai/2) Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 65 Student’s AL is able to show contrast relation on the way of interpreting the listened event. Contrast meaning is lead by conjunction but. With this conjunction, the student has ability to relate an contrast idea from the previous information. But Conjunction Textual Theme the guest Unmarked Topical Ideational Theme rejects Rheme (al/co/ik/4) D. CONCLUSION AL can be used for students’ assesment on listening skill. The assesment becomes much precious and valuable by SFL approach. SFL is able to show the students’ abilities on multiple dimensions through language metafunctions ideationally, interpersonally, or textually. This approach provides educator alternative choice for deciding score. By paying attention on AL, educator is able to observe his students’ listening skill. The skill is assesed from the ideas expressed. This article shows how students exploit their perceptions by making conclusion and expanding ideas. The lexicogrammar analysis tries to show the source of their creativities while expressing their ideas. Assesing listening through AL is a creative option for educator to comprehend student’s skill fully, especially for intermediate, upper level, or adult students. Instead of providing listening test by filling blanks or multiple choices, AL has goal for presenting student’s comfort as its firstly use by therapist. E. ACKNOWLEDGEMENT The writer wants to express thanks for Foreign Language Academy Harapan Bangsa and his 4th semester students of 2015/2016 taking subject on Listening for Hotel as the setting and participants in this active listening skill research. Because of their participations, this research can be held to get findings and to give contribution by systemic functional linguistics approach. The director, Dr. Eka Budhi Santosa,S.T.,M.Pd., has known and permitted this research. He is also pleased to allow this research findings presented for Seminar Nasional Kajian Bahasa, Sastra, dan Pengajarannya (SEMNAS KBSP 2016) on April 14th in Muhammadiyah University Surakarta. BIBLIOGRAPHY Blaxter, L. H., & Thight, M. (2006). How to Research. Buckingham: Open University Press. Djatmika. (2012). Perilaku Bahasa di Dalam Teks Kontrak dari Kaca Mata Linguistik Sistemik Fungsional. Surakarta: UNS Press. Fairclough, N. (1995). Critical Discourse Analysis. London: Longman. Gerot, L., & Wignel, P. (1995). Makin Sense of Functional Grammar. Sydney: Gerd Stabler. Halliday, M. (1990). An Introduction to Functional Grammar. London: Arnold. Halliday, M., & Hasan, R. (1986). Language, Context, and Text: Aspects of Language in a Social-Semiotic Perspective. Victoria: Deakin University. Lincoln, Y., & Guba, E. (1985). Naturalistic Inquiry. Beverly Hills : Sage Publication. 66 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 Martin, J., Matthiessen, C. M., & Painter, C. (2003). Working With Functional Grammar. London: Arnold. Munte, T. F., & Klump, G. (2008). Special Issue: Active Listening. Elsevier. Palmer, E. (2010). Teaching the Core Skills of Listening & Speaking. Alexandria: ASCD. Santosa, R. (2003). Semiotika Sosial : Pandangan Terhadap Bahasa. Surabaya : JP Press & Pustaka Eureka. Sutopo, H. (2006). Metodologi Penelitian Kualitatif: Dasar Teori dan Penerapannya dalam Penelitian. Surakarta: Universitas Sebelas Maret. Weger, H., Castle, G. R., & Emmet, M. C. (2010). Active Listening in Peer Interviews: The Influence of Message Paraphrashing on Perceptions of Listening Skill. International Journal of Listening. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 PEMBELAJARAN TEKS EKSPOSISI DENGAN PENULISAN BERANTAI DALAM METODE JIGSAW Yakub Nasucha Dosen PBI FKIP UMS Email: [email protected] ABSTRAK Pembelajaran kooperatif lebih diunggulkan daripada pembelajaran langsung dengan metode ceramah. Sebab, hasil penelitian telah membuktikan bahwa pembelajaran kooperatif hasilnya lebih baik dan lebih efektif daripada metode ceramah. Salah satu metode dalam pembelajaran kooperatif yang sangat populer bagi kalangan guru adalah metode jigsaw. Dalam makalah ini diungkapkan metode jigsawinovatif karena materi teks eksposisi itu dihasilkan oleh siswa yang ditulis secara berantai. Langkah pembelajarannya melalui enam tahap kegiatan, yaitu (1) pengkondisian, (2) pelaksanaan, (3) pembahasan, (4) presentasi hasil, (5) penulisan mandiri, dan (6) evaluasi. Kata kunci: pembelajaran, koopertaif, jigsaw, berantai. 1. Pendahuluan Pelaksanaan pembelajaran yang terpusat pada guru“teacher centred learning” menjadikan siswa kurang kreatif. Hal itu disebabkan oleh dominasi guru dalam pembelajaran sehingga siswa hanya mengikuti guru sebagai pendengar pasif. Pembelajaran yang terpusat pada guru seperti itu selalu menggunakan metode ceramah. Prosesnya menjadikan siswa pasif dan guru yang berperan aktif. Sepertiyang dikatakan oleh Omatseye (2007):“The traditional know method of teaching in tertiary institutions is the lecture method. In this method, the lecturer has a body of knowledge to communicate to his students who are more or less silent participants. In effect, there is an obvious gulf or barrier between the lecturer and his students”. Artinya, metode pembelajaran tradisional di lembaga pendidikan menggunakan metode kuliah. Dengan metode ini guru memiliki pengetahuan untuk dikomunikasikan pada siswanya yang dianggap sebagai partisipan yang cenderung pasif. Dampak pembelajaran dengan metode ceramah adanya hambatan hubungan yang nyata antara guru dengan siswa.Dengan berceramah terus saat pembelajaran terkadang guru kurang memperhatikan siswanya sehingga seolah-olah ada “jarak” dan tidak memiliki kedekatan batin antara keduanya. Hal itu dapat mengakibatkan hasil yang dicapai kurang maksimal dibandingkan dengan cara kooperatif. Penelitian Chalmers dan Fuller (1999) membuktikan“Results indicated that students in such integrated programmes used learning strategies more effectively and achieved better results than students who were taught in the conventional way”. Artinya, hasil penelitian menunjukkan bahwa siswa dalam program terpadu tersebut digunakan strategi pembelajaran lebih efektif dan mencapai hasil yang lebih baik daripada siswa yang diajarkan dengan cara ceramah. Pembelajaran yang terpusat pada guru berceramah memang tidak selalu jelek tetapi ada sisi positif yang perlu diperhatikan. Guru berperanan untukmemegang kendali di kelas dan hal itu dilakukan supaya para siswa lebih terarah dan terorganisasi dengan baik. Seperti yang dikatakan Arends (2008:1) bahwa pengajaran yang terpusat pada guru adalah di mana gurulah yang menentukan tujuan pengajaran dan menjaga agar lingkungan belajar di kelas terarah dan 67 68 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 cukup terstruktur. Pembelajaran yang terpusat pada guru identik dengan pembelajaran langsung atau istilah Joyce, dkk. (2011:422) instruksi langsung. Lebih lanjut Joyce, dkk. mengatakan bahwa instruksi langsung memiliki beberapa keunggulan, yaitu adanya fokus akademik, arahan dan kontrol guru, harapan yang tinggi terhadap perkembangan siswa, sistem manajemen waktu, dan atmosfer waktu yang cukup netral. Pembelajaran dengan metode apa pun yang dilakukan tidak dapat dilepaskan dengan metode ceramah. Sebab, metode ceramah selalu mengawali pembelajaran kooperatif. Hal sebaliknya dari teacher centred learning adalahstudent oriented, yakni pembelajaran yangterpusat pada siswa. Kegiatan pembelajaran yang menekankan pada siswa belajar dengan cara berdiskusi yang mengangkat kasus-kasus aktual dianggap lebih baik dan inovatif. Pembelajaran seperti itu selalu menggunakan bentuk-bentuk kerjasama dalam diskusi yang berbasis cooperative learning (pembelajaran kooperatif).Proses pembelajarannya terpusatpada siswa, bukan pada guru sebab guru berperan sebagai narasumber dan fasilitator. Tujuannya agar siswa lebih aktif dan kreatif serta untuk menghindari dominasi ceramah oleh guru dalam pembelajaran. Pendekatan pembelajaran kooperatif menurut Andayani (2015:233) adalah serangkaian kegiatan belajar yang dilakukan oleh siswa dalam kelompok-kelompok tertentu untuk mencapai tujuan pembelajaran yang telah dirumuskan. Dengan kata lain, pembelajaran kooperatif mengutamakan kerjasama siswa dalam kelompok. Westwood (2008:26) mengatakan”Student-centred methods are deemed best practice in situations where the teaching objectives for the lesson include acquisition of independent study skills, greater student autonomy, working collaboratively with others, the construction of knowledge from firsthand experience, and the application of basic academic skills for authentic purpose”.Artinya, metode yang terpusat pada siswa merupakan praktik terbaik dalam situasi pelaksanaan pengajaran termasuk pemerolehan pelajaran keterampilan mandiri, otonomi siswa tertinggi, bekerja secara kolaborasi dengan teman-temannya, membangun pengetahuan dari pengalaman awal, dan mengaplikasikan keterampilan akademik dasar untuk tujuan yang autentik. Pembelajaran yang terpusat pada siswa seperti yang dikatakan oleh Westwood (2008:26) itu identik dengan pembelajaran kooperatif. Maka, pembelajarannya selalu difokuskan pada diskusi yang dapat memunculkan ide-ide segar dan mampu membangun pemikiran berdasarkan pengetahuan yang dimilikinya oleh para siswa. Sejalan dengan itu Kadir, dkk. (2005) mengatakan ”They shared that cooperative learning strategy created an environment that promoted discussion among group members. Students had the opportunity to exchange ideas and to express their views when they were working in groups”. Artinya, mereka (para siswa) menyatakan bahwa strategi pembelajaran kooperatif membangun lingkungan yang mampu mengembangkan diskusi antarkelompok. Dengan strategi ini siswa mempunyai kesempatan untuk menukar ide dan mengungkapkan pandangannya ketika mereka berdiskusi dalam kelompok-kelompok. Salah satu model yangdikembangkan dalam pembelajaran bahasa Indonesia adalah model pembelajaran kooperatif yang terpusat pada siswa.Wujudnya adalah metode pembelajaran menulis teks eksposisi dengan metode jigsaw. Metode jigsawsebagai salah satu model pembelajaran kooperatif merupakan metode yang sangat populer bagi para guru. Metode jigsaw ini sangat tepat digunakan dalam pembelajaran menulis teks karena pembelajaran bahasa Indonesia di SMA pada K-13 berbasis teks.Dalam model pembelajaran kooperatif dengan metode jigsaw, cara yang dilakukan adalah membagikan teks yang sama oleh guru kepada semua kelompok siswa yang telah dibentuknya. Teks tersebut telah tersedia dan setiap siswa membahasnya sesuai topik yang telah ditentukan. Dalam metode jigsaw yang dikembangkan ini ada inovasi yang diterapkan, yaitu cara menghadirkan teks. Untuk menghasilkan teks, yakni jenis teks eksposisi yang dilakukan dengan penulisan berantaioleh setiap siswa pada masing-masing kelompok. Jadi, kalimat Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 69 kalimat yang membentuk teks eksposisi dibuat oleh kelompok siswa dengan penulisan berantai. Maka, setiap siswa merasakan membuat teks secara utuh. Artinya, ada tanggung jawab terhadap teks yang dibuatnya secara berkelompok. Hal baru yang ada dalam metode jigsaw dengan penulisan berantai untuk menghasilkan teks adalah setiap kelompok akan menghasilkan teks eksposisi yang berbeda. Selanjutnya, teks eksposisi tersebut akan dibahas dari aspek kebahasaan secara komprehensif.Metode pembelajaran seperti itu menjadikan siswa aktif dankreatif dalam berpikir.Namun, perlu diperhatikan bahwa guru harus benarbenar memahami teori pembelajaran kooperatif dan cara penerapannya. Seperti kata Wei dan Tang (2015)”Before the implementation of cooperative learning, the teacher has to study the theory and practice of cooperative learning inclass from home and abroad consciously, strictly organize classroom teaching according to the characteristics and nature of the theory of cooperative learning”. Artinya, sebelum implementasi pembelajaran kooperatif guru harus menelaah teori dan praktik pembelajaran teori di kelas, menyusun dengan cermat pembelajaran kelas menurut karakter dan sifat teori pembelajaran kooperatif tersebut. 2. Teks dan Teks Eksposisi Teks merupakan wujud bahasa yang nyata dan sangat penting dalam proses komunikasi. Rohmadi dan Nasucha (2010:11) mengatakan bahwa teks adalah bahasa yang berfungsi. Maksud bahasa yang berfungsi menurut Halliday dan Hasan (1994:13) adalah bahasa yang sedang melaksanakan tugas tertentu dalam konteks situasi. Hal senada diungkapkan Achmad dan Abdullah (2013:136) bahwa teks adalah esensi wujud bahasa yang direalisasikan dalam bentuk wacana. Teks menurut Beaugrande dan Dressler (1981:3) merupakan tuturan komunikatif yang harus memenuhi tujuh standar. Pertama, cohesion(hubungan komponen teks yang gramatikal dan adanya keterpaduan bentuk). Kedua,coherence (konfigurasi makna yang padu. Ketiga,intentionality(adanya keinginan kuat dari penyapa terhadap maksud dan tujuan). Keempat, acceptability (keberterimaan bagi pesapa terhadap maksud dan tujuan). Kelima, informativity(informasinya diharapkan dapat diketahui). Keenam, situationality (adanya faktor yang berhubungan dengan situasi peristiwa). Ketujuh, intertextuality(adanya faktor kemanfaatan satu teks bergantung dengan teks lain). Penjelasan tujuh standar teks dapat disampaikan dengan contoh. Cuplikan teks yang berupa tata tertib bagi tamu terdapat di kamar hotel Pondok Sari 1 Tawangmangu: (1) semua tamu diharap terlebih dahulu melapor ke kantor dan menyerahkan kartu tanda pengenal, (2) kehilangan/ kerusakan barang di kamar/ halaman bukan tanggungan hotel, dan (3) sebelum meninggalkan kamar (check out) diharap memeriksa barang bawaannya kalau mungkin ada yang tertinggal. Teks tersebut kohesif dan koheren terdapat pada frasa semua tamu (1) dan bukan tanggungan hotel. Artinya, frasa semua tamu dilesapkan (2). Aspek intensional dan akseptabilitas terdapat pada teks melapor (1) maksudnya pihak penyapa mengingingkan agar semua tamu melapor kepada penyapa. Kehilangan/ kerusakan (2) maksudnya penyapa menginginkan dan mengingatkan agar tamu berhati-hati. Aspek situasional berlaku di hotel Sari 1 Tawangmangu, Karanganyar dan intertekstual adanya hubungan teks yang satu dengan teks lainnya. Pertalian teks yang satu dengan teks lainnya termasuk aspek situasi yang memberikan manfaat secara utuh dalam konteks. Teks yang satu bergantung dan saling berhubungan terhadap teks lainnya yang disebut koteks. Hal itu sering dijumpai di tempat umum, seperti di restoran, tempat pariwisata, atau di batas kota. Menurut Achmad dan Abdullah (2013:136) koteks (co-text), yaitu teks yang bersifat sejajar, koordinatif, dan memiliki hubungan dengan teks lainnya, teks yang satu memiliki hubungan dengan teks lainnya. Misalnya teks: Selamat Datang yang tertulis di batas kabupaten Klaten (masuk). Selanjutnya, Selamat Jalan yang tertulis di batas kabupaten Klaten (keluar). Teks yang satu merupakan koteks, yakni sebagai 70 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 teks yang memiliki hubungan dengan teks lainnya. Artinya, teks Selamat Datang ada hubungan dengan teks Selamat Jalan. Contoh lain, seorang yang memulai membaca AlQuran selalu mengawali dengan membaca Bismillahirrahmanirrahim dan mengakhiri dengan membaca Shodaqollahul Adzim. Kedua teks bacaan itu memiliki hubungan yang erat maka teks yang satunya merupakan koteks. Wujud teks selalu dibarengi dengan konteks, yakni dua hal yang tidak terpisahkan. Sebab, konteks meliputi suatu hal di luar teks, seperti situasi terjadinya, maksudnya, pembuatnya, dan masih banyak lagi yang mempengaruhi penggunaan bahasa di luar teks tersebut. Misalnya teks: Taatilah Peraturan Lalu Lintas! Tulisan itu ditujukan kepada pengendara sepeda/ motor/ mobil. Maka, teks seperti itu pasti terpampang di pinggir jalan raya dan bukan di persawahan atau masjid. Pembuatnya instansi yang berwenang, yakni pihak kepolisian atau dinas perhubungan. Penyapanya adalah pihak kepolisian dan pesapanya adalah pengendara. Maksud teks seperti itu untuk mengingatkan agar para pengendara menaati peraturan lalu lintas, seperti tidak boleh mengebut dan berhenti saat lampu merah menyala. Intinya, dengan menaati peraturan lalu lintas maka kecelakaan dapat dihindari. Dengan demikian, teks itu termasuk juga konteks. Hal itu sesuai dengan pendapat Wijana dan Rohmadi (2009:71) bahwa analisis wacana teks tidak dapat meninggalkan analisis konteks. Munculnya teks dibarengi adanya latar yang berupa konteks dengan maksud dan tujuan yang diharapkan oleh penulis atau pembuatnya. Kata Achmad dan Abdullah (2013:145) bahwa konteks ialah situasi atau latar terjadinya suatu komunikasi. Contoh lain, teks Batas Suci yang berupa konteks ini terdapat di lantai serambi masjid. Tujuannya agar orang yang memasuki masjid melepaskan sandal atau sepatu sebab lantai masjid untuk shalat harus bersih. Menurut Mahsun (2014:18-23) jenis-jenis teks berdasarkan genrenya dibagi menjadi tiga macam, yaitu (1) Genre Sastra, terdiri atas subgenre naratif dan nonnaratif, (2) Genre Faktual, terdiri atas subgenre laporan dan arahan/ prosedural, dan (3) Genre Tanggapan, terdiri atas subgenre transaksional dan ekspositori. Berdasarkan genre dan subgenre tersebut terdapat bermacam-macam jenis teks. Salah satu jenis teks adalah teks eksposisi yang termasuk dalam genre tanggapan dan subgenre ekspositori. Masih menurut Mahsun (2014:31) teks eksposisi berisi paparan gagasan atau usulan sesuatu yang bersifat pribadi. Hal yang lain diungkapkan oleh Keraf (2001:110) bahwa tulisan eksposisi bertujuan untuk memberikan penjelasan atau informasi. Penjelasan dalam teks eksposisi tersebut berupa sesuatu yang perlu diungkapkan, yakni pengungkapan tentang gagasan dalam tulisan, pendapat, atau hal yang perlu diketahui oleh pembaca. Dalam teks eksposisi antara paragraf pertama, kedua, ketiga, dan seterusnya harus memiliki kepaduan, baik kepaduan bentuk (kehesif) maupun kepaduan makna (koheren). Teks eksposisi sebagai teks yang berisi paparan bertujuan menginformasikan isi bacaan yang terkandung di dalamnya. Oleh karena itu, teks eksposisi dapat memberikan informasi dan penjelasan tentang pengetahuan dalam berbagai bidang yang ada. Jadi, tidak hanya dalam bidang kebahasaan tetapi dapat juga dalam bidang-bidang yang lainnya. Seperti yang dikatakan oleh Samah dan Jusoff (2008) dalam Jurnal International Studies“Contentbased reading texts play a vital role in the acquisition of knowledge and information in various fields studies”. Artinya, teks bacaan yang berbasis isi memainkan peranan penting dalam pemerolehan pengetahuan dan informasi dalam berbagai bidang studi. Berdasarkan paparan tersebut, maka perlu upaya yang cukup kuat untuk memahami teks dengan lebih baik sehingga isi teks dapat dipahami secara komprehensif. Hal lain yang memiliki peranan penting dalam berbagai bidang studi adalah pemahaman klasifikasi teks. Hal senada diungkapkan oleh Dharmadhikari, dkk. (2011) bahwa ”Automatic classification of text is an important in many domains. It has many applications such as automated indexing of scientific articles, spam filtering, identification of document genre, authorship attribution, automated essay grading, survey coding, classification of news Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 71 articles, etc”. Artinya, cakupan klasifikasi teks memiliki peranan penting dalam berbagai bidang/ ranah. Klasifikasi teks itu mencakup indeks artikel ilmiah, filter spam, identifikasi berbagai jenis dokumen, atribut penulis, nilai esai, kode survei, klasifikasi berbagai artikel berita, dan lain-lain. Berdasarkan paparan yang telah dikemukakan maka teks eksposisi dapat memberikan penjelasan tentang sesuatu yang diungkapkan kepada pembaca berkaitan dengan hal-hal yang tercantum dalam klasifikasi tersebut. Oleh karena itu, teks eksposisi merupakan teks yang berupa pendapat atau pernyataan yang berisi informasi dengan berbagai argumentasi yang diungkapkan kemudian diakhiri dengan pernyataan ulang pendapat. 3. Metode dalam Pembelajaran Kooperatif Metode merupakan perencanaan menyeluruh yang berkaitan dengan urutan-urutan materi yang akan diajarkan. Sanjaya (2006) mengatakan bahwa metode merupakan cara yang digunakan untuk mengimplementasikan rencana yang sudah disusun dalam kegiatan nyata agar tujuan dapat tercapai secara optimal. Penyusunan rencana pembelajaran itu merupakan prinsip yang harus dilakukan oleh guru. Prinsip tersebut terdapat di dalam metode pembelajaran. Hal itu sesuai dengan pendapat Grasha (1996) bahwa “A teaching method comprises the principles and methods used for instruction”. Artinya, metode pembelajaran terdiri atas prinsip-prinsip dan instruksi penggunaannya. Jigsaw, Student Teams Achievement Divisions (STAD), dan Group Investigation (GI) masing-masing merupakan metode pembelajaran. Gabungan metode tersebut merupakan kesatuan dalam model pembelajaran. Jadi, jigsaw merupakan metode pembelajaran yang terbingkai dalam model pembelajaran kooperatif (cooperative learning). Perkembangan pembelajaran yang menggagas berbagai model pembelajaran yang menekankan padasiswa untuk bekerja sama adalah pembelajaran kooperatif (cooperative learning). Prosesnya dua arah, bukan hanya satu arah dari guru kepada siswa tetapi juga dari siswa kepada guru. Setiap kelompok siswa saling membantu dalam berbagai aspek pelajaran. Arends (2008:4) mengatakan bahwa pembelajaran kooperatif berupaya membantu siswa untuk mempelajari isi akademis dan berbagai keterampilan untuk mencapai berbagai sasaran dan tujuan sosial dan hubungan antarmanusia yang penting. Dengan demikian, peserta didik akan saling menghargai dan diharapkan menjadi orang yang memiliki tanggung jawab dan menghilangkan sikap individualistik. Sebab, yang ditonjolkan dan difokuskan adanya kerjasama dalam hubungannya manusia sebagai makhluk sosial. Seperti yang dikatakan oleh Hsiung (2012) ”Cooperative learning condition performed substantially better in both the homework and unit tests than those in the individualistic learning condition”. Artinya, pembelajaran kooperatif yang ditunjukkan oleh para siswa jauh lebih baik, baik dalam mengerjakan tugas maupun tes daripada pembelajaran individual. Hal senada diungkapkan oleh Riyanto (2014:265) bahwa falsafah yang menjadi dasar dalam pembelajaran kooperatif adalah (1) manusia sebagai makhluk sosial, (2) gotong royong, dan (3) kerjasama merupakan kebutuhan penting bagi kehidupan manusia. Asgari (2011) dalam International Journalmengatakan bahwa ”Cooperative learning in a group setting requires students to work together towards a common goal, which benefits every member of the group”. Artinya, pembelajaran kooperatif dalam bentuk kelompok mensyaratkan para siswa untuk bekerja sama mencapai tujuan umum. Mereka saling berdiskusi dan bertukar pikiran sehingga peran siswa sangat aktif dan menonjol dalam pembelajaran. Namun, perlu diperhatikan jika dalam satu kelompok ada siswa yang pasif dan kurang kooperatif maka kelompok tersebut tidak dapat mencapai tujuan. Hal senada diungkapkan oleh Hsiung (2010) ”Considerable evidence exists to suggest that stuents who study cooperatively reap significant benefits in terms of their learning 72 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 performance. However, sooner or later, most cooperative learning teams have to deal with one or more members whose actions disturb the team. Unless these problems are quickly resolved, the cooperative learning team gradually becomes dysfunctional and the benefits of cooperative learning are diminished”. Artinya, banyak bukti menyatakan bahwa siswa yang belajar secara kooperatif itu akan mendatangkan manfaat yang signifikan terkait dengan proses perilaku pembelajaran siswa. Namun, cepat atau lambat tim pembelajaran harus berhadapan dengan satu atau lebih siswa yang perilakunya mengganggu tim tersebut. Jika, permasalahan tidak diselesaikan, tim pembelajaran ini secara bertahap tidak berfungsi dan manfaatnya tidak ada. 4. Metode Pembelajaran Jigsaw Inovatif Arends (2008:13) mengatakan bahwa pembelajaran dengan metode jigsawdikembangkan dan diuji oleh Elliot Aronson dan rekan-rekan sejawatnya. Metode jigsaw ini kemudiandipopulerkan oleh Robert Slavin dan kawan-kawan. Dalam dunia pendidikan di Indonesia, khususnya bagi kalangan guru metode jigsawsangat populer. Sebab, setiap kegiatan workshop dan seminar pendidikan yang berkaitan dengan pembelajaran selalu dikenalkan dan disimulasikan metode jigsaw. Metode jigsaw sangat mudah dilakukan dan diterapkan oleh guru dalam segala macam mata pelajaran di sekolah. Seperti pendapat Slavin (2005:246) bahwa metodejigsaw adalah salah satu dari metode-metode kooperatif yang paling fleksibel. Guru bahasa Indonesia juga sering menggunakan metode jigsaw untuk mengajarkan materi pelajarannya dengan teks sebagai basis pembelajaran sesuai pedoman Kurikulum 2013 (K-13). Penerapan metode jigsaw ini dapat digambarkan Arends (2008:13) dalam paparannya sebagai berikut. Pertama, siswa dikelompokkan dalam tim yang berjumlah lima sampai enam orang. Berbagai materi pelajaran disajikan kepada siswa dalam bentuk teks. Setiap siswa bertanggung jawab untuk mempelajari satu topik materinya dan satu atau dua orang menjadi ahli (expert). Kedua, para anggota dari tim yang berbeda berkumpul untuk mempelajari topik yang sama dalam kelompok ahli (expert group). Ketiga, masing-masing anggota ahli tersebut kembali ke tim asalnya (home teams) untuk mengajarkan kepada teman-temannya. Misalnya, dalam tim diberikan teks tentang materi pelajaran proses morfologis. Masing-masing siswa diberi tanggung jawab untuk mempelajari subtopik afiksasi, reduplikasi, komposisi, atau klitisasi. Satu atau dua orang menjadi ahli (expert) yang bertugas mempelajari topik yang terdiri atas beberapa subtopik tersebut. Keempat, siswa dari setiap tim berkumpul untuk mempelajari subtopik yang sama yang disebut kelompok ahli (expert group). Kelima, masingmasing siswa kembali ke tim asal untuk menyampaikan atau mengajarkan tentang topik yang telah didalaminya dari kelompok ahli kepada teman-temannya di kelompok asal. Keenam, guru mengevaluasi hasil yang telah dilakukan oleh para siswa dalam pembelajaran kooperatif dengan metode jigsawtersebut. Pembelajaran dengan metode jigsaw inovatif maksudnya menghadirkan teks yang dilaksanakan dengan cara penulisan berantai. Dalam pembelajaran tersebut terdapat enam aspek kegiatan. Keenam aspek kegiatan tersebut adalah (1) pengkondisian, (2) pelaksanaan atau penulisan berantai, (3) pembahasan atau diskusi kelompok, (4) presentasi hasil atau diskusi kelas, (5) penulisan mandiri untuk melanjutkan menjadi teks utuh, dan (6) penilaian/ evaluasi guru. Pertama: Kegiatan Pengkondisian No 1 2 Langkah-langkahnya Guru membentuk kelompok secara heterogen yang terdiri atas 5 siswa Guru menentukan posisi tempat duduk dengan melingkar Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 73 3 4 Guru membagikan kertas kosong (HVS atau folio) kepada setiap siswa Guru meminta setiap siswa untuk menuliskan nama teman dalam kelompoknya. Dengan urutan, nomor 1 adalah nama dirinya, nomor 2 nama teman di sebelah kanannya, nomor 3 dan seterusnya juga sama. Sebelum melaksanakan kegiatan pengkondisian (prakondisi) guru menyiapkan segala sesuatu agar proses pembelajaran menulis teks eksposisi dengan metode jigsaw secara berantai dapat berlangsung dengan lancar. Guru menjelaskan secara komprehensif tentang pembelajaran tersebut dan materi yang akan dibahas. Setelah prakondisi, yakni kegiatan pengkondisian guru membentuk kelompok secara heterogen yang terdiri atas 5 siswa setiap kelompoknya. Pembentukan kelompok dan nama kelompok sepenuhnya merupakan kreativitas guru yang bersangkutan. Setelah kelompok terbentuk maka guru meminta agar siswa mengelompok sesuai dengan hasil undiannya dan menyuruh siswa agar duduk melingkar. Selanjutnya, guru membagikan kertas kosong (HVS atau folio) kepada setiap siswa kemudian diminta untuk menuliskan nama-nama anggota kelompoknya. Urutan nomor satu adalah nama dirinya, nomor 2 dan seterusnya adalah nama anggota yang dimulai dari sisi sebelah kanannya. Misalnya, memberi nama kelompok dengan nama bunga, nama sungai besar, atau nama gunung di Indonesia. Kedua: Kegiatan Pelaksanaan/ Penulisan Berantai No 1 2 3 4 5 Langkah-langkahnya Semua siswa yang bernomor urut 1 disuruh membuat kalimat pertama Pembuatan kalimat pertama selesai, kertas langsung diberikan kepada teman di sebelah kanannya yang bernomor urut 2. Siswa kedua langsung membuat kalimat, yakni meneruskan kalimat pertama Pembuatan kalimat kedua selesai, kertas langsung diberikan kepada teman di sebelah kanannya yang bernomor urut 3. Siswa ketiga langsung membuat kalimat, yakni meneruskan kalimat pertama dan kedua Pembuatan kalimat ketiga selesai, kertas langsung diberikan kepada teman di sebelah kanannya yang bernomor urut 4. Siswa keempat langsung membuat kalimat, yakni meneruskan kalimat pertama, kedua, dan ketiga Pembuatan kalimat keempat selesai, kertas langsung diberikan kepada teman di sebelah kanannya yang bernomor urut 5. Siswa kelima langsung membuat kalimat, yakni meneruskan kalimat pertama, kedua, ketiga, dan keempat. Ketiga: Kegiatan Pembahasan Pada kegiatan pembahasan internal ini materinya telah ditentukan oleh guru sejumlah anggota kelompok. Jika anggotanya lima siswa, maka materinya dapat ditentukan lima Pokok Bahasan (PB). Misalnya, PB 1: Penentuan Judul Teks, PB 2: Isi Teks, PB 3: Penulisan Ejaan dalam Teks, PB 4: Penggunaan Kata/ Diksi dalam Teks, dan PB 5: Kohesifitas dan Koherenitas Teks. Kelima materi PB itu sudah ada dalam teks yang telah dibuat atau ditulis oleh kelima siswa secara berantai tersebut. Selanjutnya, guru menentukan koordinatordiskusi internal pada setiap PB. Misalnya, siswa A dalam kelompok menjadi koordinator/ pemandu diskusi PB 1, siswa B/ PB 2, siswa C/ PB 3, siswa D/ PB 4, dan siswa E/ PB 5. 74 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 Keempat: Kegiatan Presentasi Kegiatan presentasi/ diskusi kelas, setiap kelompok mempresentasikan hasil pembahasan diskusi dalam kelompok/ hasil diskusi internal. Hal-hal yang penting dari hasil pembahasan tersebut pada setiap teks disajikan oleh kelompok. Setiap anggota yang menjadi koordinator/ pemandudiskusi dalam kelompok secara bergiliran menjadi penyaji pada diskusi kelas. Masukan dan saran dari anggota kelompok lain dicatat sebagai bahan perbaikan. Semua kegiatan diskusi kelas dipantau oleh guru sebagai fasilitator dan narasumber. Segala pertanyaan atau jawaban yang keliru atau menyimpang diluruskan oleh guru yang bersangkutan dengan berbagai alasan dan penjelasan. Para anggota kelompok kemudian memperbaiki hasil masukan dan saran, baik dari teman-teman kelompok lain maupun gurunya. Dalam kegiatan presentasi ini semua siswa terlibat dalam diskusi kelas dan tanya jawab yang dapat menjadikan siswa berpikiran kritis dan mengasah keterampilan bertanya/ berbicara. Kelima: Kegiatan Penulisan Mandiri Teks eksposisi pada setiap paragraf telah diperbaiki setelah kegiatan presentasi. Selanjutnya, setiap siswa diminta untuk membawa satu lembar kertas kepada siswa yang tertera pada nomor urut 1 yang berupa teks eksposisi dalam sebuah paragraf yang sudah benar tersebut. Keenam: Kegiatan Penilaian Hasil teks eksposisi yang berupa karangan utuh kemudian dikoreksi oleh guru untuk mendapatkan penilaian. Penilaian guru didasarkan pada substansi teks eksposisi, struktur bahasa yang digunakan, pengembangan paragraf, kohesifitas, dan koherenitas antarkalimat dalam paragraf atau antarparagraf dalam karangan. Hasil karangan yang bagus dinilai dengan skor tinggi dan dapat dipasang di mading (majalah dinding) sekolah atau buku buletin sekolah. Langkah-langkah pembelajaran menulis teks eksposisi dengan metode jigsaw secara berantai dapat mempelajari materi secara komprehensif. 5. a. b. 6. a. b. Simpulan Metodejigsaw secara berantai dibagi menjadi enam aspek kegiatan, yaitu (1) pengkondisian, (2) pelaksanaan, (3) pembahasan, (4) presentasi, (5) penulisan mandiri, dan (6) penilaian/ evaluasi guru. Pembelajaran teks eksposisi dengan metode jigsaw secara berantai pada dasarnya merupakan pijakan. Teks eksposisi hanya merupakan sarana materi pembelajaran. Justru yang paling penting dan utama adalah cara menghasilkan teks itu sendiri, yaitu dihasilkan dengan cara penulisan berantai. Penutup Semoga dapat bermanfaat bagi pembaca, khususnya guru bahasa Indonesia. Wassalamualaikum Warohmatullahi Wabarokatuh. DAFTAR PUSTAKA Achmad HP dan Alex Abdullah. 2013. Linguistik Umum. Jakarta: Erlangga. Andayani. 2015. Problema dan Aksioma dalam Metodologi Pembelajaran Bahasa Indonesia. Yogyakarta: Deepublish. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 75 Arends, Richard I. 2008. Learning to Teaching (Edisi Terjemahan Buku Satu: Belajar untuk Mengajar). Penerjemah Helly Prajitno Soetjipto dan Sri Mulyantini Soetjipto. Yogyakarta: Pustaka Pelajar. Asgari, Sassan dan Gloria Dall’Alba. 2011. Improving Group Functioning in Solving Realistic Problems. Australia: The University of Queensland. Beaugrande, Robert-Alain de dan Wolfgang Ulrich Dressler. 1981. Introduction to Text Linguistics. USA: Longman. Chalmers D dan Fuller R. 1999. Research and a Professional Development Programme on Teaching Learning Strategies as Part of Course Content. International Journal for Academic Development. (4)1. 28-32. Dharmadhikari, Shweta C, Maya Ingle, dan Parag Kulkarni. 2011. Empirical Studies on Machine Learning Based Text Classification Algorithms. Advanced Computing: An International Journal (ACIJ). Vol. 2, No. 6. Grasha, Anthony. 1996. Teaching with Style. Pittsburg PA: Alliance Publishers. Halliday, M.A.K. dan Ruqaiya Hasan. 1994. Bahasa, Konteks, dan Teks: Aspek-aspek Bahasa dalam Pandangan Semiotik Sosial (Edisi Terjemahan oleh Asruddin Barori Tou) dari judul asli “Language, Context, and Text: Aspect of Language in a Social Semiotic Perspective”. Yogyakarta: Gadjah Mada University Press. Hsiung, Chin-Min. 2010. Identification of Dysfunctional Cooperative Learning Teams Based on Students' Academic Achievement. Journal of Engineering Education; 99, 1; ProQuest Research Library. pg. 45. Joyce, Bruce, dkk. 2011. Models of Teaching (Model-Model Pengajaran). Penerjemah Achmad Fawaid dan Ateilla Mirza. Yogyakarta: Pustaka Pelajar. Kadir, Suhaida Abdul; Wong, Su Luan; Zaidatol Akmaliah Lope Pihie; Yaacob, Noran Fauziah; et al. 2005. The Effects of Cooperative Learning Strategy on Peer Attachment. Pakistan Journal of Psychological Research: 20, 3/4; ProQuest Research Library pg. 121. Keraf, Gorys. 2001. Komposisi. Ende Flores: Nusa Indah. Mahsun. 2014. Teks dalam Pembelajaran Bahasa Indonesia Kurikulum 2013. Jakarta: PT RajaGrafindo Persada. Omatseye, Bridget O J. 2007. The Discussion Teaching Method: an Interactive Strategy in Tertiary. Education; 128, 1; ProQuest Research Library pg. 87. Riyanto, Yatim. 2014. Paradigma Baru Pembelajaran. Jakarta: Kencana. Rohmadi, Muhammad dan Yakub Nasucha. 2010. Paragraf Pengembangan dan Implementasi. Media Perkasa. Yogyakarta. Samah, Siti Akmar Abu dan Kamaruzaman Jusoff. 2008. 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Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 THE INFLUENCE OF SHOOPING LIST GAME TOWARDS STUDENTS’ VOCABULARY MASTERYAT THE SECOND SEMESTER OF THE SEVENTH CLASS AT MTS RAUDLATUL JANNAH NATAR LAMPUNG SELATAN IN 2013/2014 Ellen Andriyani Muhammadiyah University of Surakarta 081367375830 [email protected] Abstract This study aims to know and describe the influence of Shooping List game towards students’ vocabulary mastery. This study used experimental method. The population of this study was all of the students at the second semester of MTs RaudlatulJannah. Two classes were used as the sample of this study. They were one class as experimental class and one class as control class. The writer took the classes randomly (cluster random sampling). There were two variables investigated in this study, the independent variable was Shopping List game and the dependent variable was students’ vocabulary mastery. The data of this study were obtained by giving 50 vocabulary test items with four options: a, b, c, and d (multiple choices). Then to analyze the influence of Shopping List game towards students’ vocabulary mastery, the writer used t-test. In this study, the writer calculated the score of experimental class and control class. For experimental class found that = 70.86. For control class found that = 48.82. The findings of this study revealed that the score of was ( = 9.84 and for significant level 5% = 1.98 and 1% = 2.62), so higher than the hypothesis was accepted. It could be concluded that there was positive influence of Shopping List game towards students’ vocabulary mastery. Keywords: Control; Experiment; Influence; Shopping List game; Vocabulary Abstrak Penelitian ini bertujuan untuk mengetahui dan mendeskripsikan pengaruh Shopping List game terhadap penguasaan kosa kata siswa. Penelitian ini menggunakan metode eksperimen. Populasi dari penelitian ini adalah semua siswa semester dua di MTs Raudlatul Jannah. Penelitian ini menggunakan dua kelas sebagai sampel, yaitu satu kelas sebagai kelas eksperimen dan satu kelas sebagai kelas kontrol. Kelas-kelas tersebut diambil secara acak (cluster random sampling). Ada dua variabel yang diteliti, yaitu variable bebas (Shopping List game) dan variable terikat (penguasaan kosa kata siswa). Data dari penelitian ini diperoleh dengan memberikan test berupa 50 soal kosa kata dengan empat pilihan: a, b, c dan d (pilihan ganda). Kemudian untuk menganalisa pengaruh Shopping List game terhadap penguasaan kosa kata siswa, peneliti menggunakan t-test. Dalam penelitian ini, peneliti menghitung skor kelas ekperimen dan control. Untuk kelas ekperimen ditemukan = 70.86. Untuk kelas control ditemukan = 48.82. Hasil dari penelitian ini menyatakan bahwa skor lebih besar daripada ( = 9.84 dan untuk tingkat signifikan 5% = 1.98, dan 1% = 2.62), jadi hipotesis diterima. Penelitian ini dapat disimpulkan bahwa Shopping List game memberikan pengaruh positif terhadap penguasaan kosa kata siswa. 77 78 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 Keywords: Kontrol; Eksperimen; Pengaruh; Shopping List game; Kosa kata. 1. INTRODUCTION This research examines the influence of Shopping List game towards students’ vocabulary mastery. Vocabulary is one of language components. In learning English at Junior High School, the students are also demanded to learn about those four skills of language. To master them, they must have adequate vocabulary. Because without vocabulary, the students cannot speak English and listen what the speaker mean. Not only those, but the students are difficult to comprehend English text even writing in English. That’s why the students should have many vocabularies. It is supported by Wilkins in Thornbury (2002: 13) states that “Without grammar very little can be conveyed, without vocabulary nothing can be conveyed”. Based on the interview with an English teacher during preliminary research, the writer found that the students only learn English from an English book of the seventh class. The teacher has never used Shopping List game in teaching vocabulary. The writer thinks that there are so many techniques in teaching vocabulary in the classroom. It is used because vocabulary is complex and very important component of language. So it needs full attention to teach it in the classroom. One of techniques that can be used is game. The use of game in the classroom has many advantages. The writer mentions the advantages of using games according to Carrier (1980: 6) namely: 1. Games give a variety of tools to facilitate the teaching-learning process. 2. Games are flexible. 3. Games make the lesson less monotonous. 4. Games raise the students’ motivation. 5. Games make students produce language subconsciously. 6. Games stimulate students’ participation and give them confidence. 7. Games transform the teacher’s role from that of formal instructor to that of an organizer or/and moderator of the class. 8. Games can also serve as a testing mechanism. There are three previous studies that related to the use of game towards vocabulary mastery. First, comes from Azar (2012) entitled “The Effect of Games on EFL Learners’ Vocabulary Learning Strategies”. The objective of this research was to describe whether games can help EFL students learnvocabulary effectively?. There were 23 students between the ages of 10 and 13 all inbeginner level in the class. Within fourweeks the researcher tried to apply as many games as possible in our classes at the language Institution to learn fromlearners' reactions whether they were interested in games or not and if games could help improve theirexisting vocabulary. Secondresearch by Tuan (2012) entitled “Vocabulary Recollection through Games “.To examine whether games influence young learners’ vocabulary recollection in Way Ahead classes at Ngoi Nha Thong Thai Elementary School (The House of Wisdom Elementary School), Vietnam. The population of the research comprised 121 students in six classes of Way Ahead at Ngoi Nha Thong Thai Elementary School (The House of Wisdom Elementary School). This research entailed a quasi-experimental research design. The impact of using games on the learners’ vocabulary retention was based on quantitative analyses of the results of the pretest and posttests. The results of the pretest and two posttests indicate that the experimental group surpassed the control one in recollecting concrete object words during the immediate retention stage and the delayed retention one. The results of this research may have the following implications for the teaching and learning of vocabulary at Ngoi Nha Thong Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 79 Thai Elementary School (The House of Wisdom Elementary School) in particular and in other elementary schools in general. Third, by Efendi (2013) entitled “TheUseof Gamesto ImproveVocabularyMastery”. The objective of this research was to describe the way of “got it game” and “back to the board game” in improving vocabulary mastery of the seventh grade students of SMPN 5 Malang.The research design of this study is classroom action research (CAR). The result of this study was the use of games was success in improving students’ vocabulary mastery because the result after treatment was higher than the minimum standard score in the criteria of success. The result of students’ vocabulary mastery during preliminary research found that the students’ vocabulary mastery needs to be improved. This study aims to know and describe the influence of Shopping List game towards students’ vocabulary mastery at the second semester of the seventh class. So, the present study focus on the influence of shopping List game towards’ students vocabulary mastery. 2. BACKGROUND 2.1 Concept of Vocabulary Language has the main position when communication is occurred. Language consists of a series of words. As Thornburry (2002: 1) says “all languages have words. In English those words are called vocabulary. Since we have been born until now, we have been using words in communication. It means that vocabulary is the central in producing language. It is supported by Thornburry (2002: 1) who states that “without grammar very little can be conveyed, without vocabulary nothing can be conveyed”. English in Indonesia is taught as a foreign language. As a foreign language, it is difficult by students to master all components about English. However, the basic component in learning a language is vocabulary. It is supported by Thornburry (2002: 72) who states that “vocabulary is central to the learning of a foreign language at primary level”. To make our teaching vocabulary is easier; we should pay attention five essential steps in vocabulary learning based on research into learner strategies according to Hatch and Brown (1995: 372) in Cameron (2001: 84): 1. Having sources for encountering new words 2. Getting a clear image, whether visual or auditory or both, for the forms of the new words 3. Learning the meaning of the words 4. Making a strong memory connection between the forms and meanings of the words 5. Using the words Besides teaching by using the five steps above, as an English teacher we should learn some factors to decide kind of material that will be thought. Thornbury (2002: 75-76), states that before giving new vocabulary, the teachers should decide to teach a related set of word by using the following factors: 1. The level of the learners (whether beginners, intermediate, or advanced) 2. The learners’ likely familiarity with the words (learners may have met the words before even though they are not part of their active vocabulary) 3. The difficulty of the items – whether, for example, they express abstract rather than concrete meanings, or whether they are difficult to pronounce 80 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 4. 5. Their ‘teachability’ – whether, for example, they can be easily explained or demonstrated Whether items are being learned for production (in speaking or writing) or for recognition only (as in listening and reading) Teaching vocabulary in the class needs some implications. The implication of these findings for the teaching based on Thornbury (2002: 30) : 1. Learners need task and strategies to help them organize their mental lexicon by building networks of associations - the more the better. 2. Teachers need to accept that the learning of new words involves a period of ‘initial fuzziness’. 3. Learners need to wean themselves off a reliance on direct translation from their mother tongue. 4. Words need to be presented in their typical contexts, so that learners can get a feel for their meaning, their register, their collocations, and their syntactic environments. 5. Teaching should direct attention to the sound of new words, particularly the way they are stressed. 6. Learners should aim to build a threshold vocabulary as quickly as possible. 7. Learners need to be actively involved to the learning of words. 8. Learners need multiple exposures to words and they need to retrieve words from memory repeatedly. 9. Learners need to make multiple decisions about words. 10. Memory of new words can be reinforced if they are used to express personally relevant meanings. 11. Not all the vocabulary that the learners need can be ‘taught’: learners will need plentiful exposure to talk and text as well as training for self-directed learning. 2.2 Concept of Using Game Game is a competition which at the end consists of the winner and loser. Game creates enjoyment. It is better if game used in teaching and learning. Especially for learning foreign language, game can reduce students’ stress.Patricia (2003: 233) states that “games are associated with fun”. It is supported by Wright, Andrew et al (2006: 1) who says that ‘game’ to mean an activity which is entertaining and engaging, often challenging, and an activity which the learners play and usually interact with others. Everyone likes game especially children. Paul (2003: 49) states that “Games play a central role in a child – centered lesson and make it possible for children to fully immerse themselves in learning.According to Wright, Andrew et al (2006: 2) that games help and encourage many learners to sustain their interest and work. It means learning by using game can increase learners’ enthusiastic. Therefore games are called the interesting way because game can increase students’ interest in learning English. The writer mentions the advantages of using games according to Carrier (1980: 6) namely: 1. Games give a variety of tools to facilitate the teaching-learning process. 2. Games are flexible. 3. Games make the lesson less monotonous. 4. Games raise the students’ motivation. 5. Games make students produce language subconsciously. 6. Games stimulate students’ participation and give them confidence. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 81 7. Games transform the teacher’s role from that of formal instructor to that of an organizer or/and moderator of the class. 8. Games can also serve as a testing mechanism. http://www.teoriaypraxis.uqroo.mx/doctos/Numero4/Martinez-Perez-Portillo.pdf The advantages of games are not only for the learners, but also for the teacher. Wright, Andrew et al (2006: 2) states that games also help the teacher to create context in which the language is useful and meaningful. It means Games can help the teacher to create the material more specific. So that, students can receive the material easily. Richard-Amato A. Patricia (2003: 233) says that games can develop and reinforce concepts (e.g., colors, shapes, numbers, word definitions), add diversions to the regular classroom activities, and even break the ice, particularly in the case of true beginners. 2.3 Concept of Shopping List Game In this research, the writer used the procedure of Shopping List game in “Have Fun with Vocabulary” by Barnes et al (1996: 16, 85). Based on the procedure, the writer defines that Shopping List game is a language game where the students are asked to find and classify the things based on the category. The writer assumes that Shopping List game has many advantages. One of the most important advantages is to increase students’ vocabulary mastery. It is suitable with the title of this book. But the goal of this game is more specific, namely to understand about the certain category. It is also supported by Barnes et al in the procedure (1996: 16) namely give each group a copy of the handout on page 85. Tell them that they must sort the items into countable and uncountable and write them in the correct columns. It means each group gets the list of things then classifies them so that the students can find new words easily. To make this game more interested, the writer thinks that it can be made a variation without change the procedure. For example we can replace countable and uncountable things into name of animals, name of vegetables, medical equipments, etc. But it still focuses on nouns that are name of things that can be bought. This game can build students’ social interaction and solidarity because based on the procedure, Shopping List game is a game which played in group. The students are divided into two groups. One group consists of boys and one other group consists of girls. So they can discuss it with their group. Not only them, but this game is also fun. It is supported by Barnes et al (1996: 1) who state that “not only do the quizzes generate a wealth of useful vocabulary and discussion, but they have proved to be a lot of fun”. 2.4 Procedures of Teaching Vocabulary by Using Shopping List Game Below are the procedures of teaching vocabulary by using shopping list game according to Barnes etal (1996: 16) 1. Give each group a copy of Shopping List. Tell them that they must sort the items into countable and uncountable and write them in the correct columns. 2. Tell the groups they have 5 minutes and start them all at the same time. Warn them if they have only a minute left and make sure they all stop when told. 3. Get the groups to exchange papers for marking, and check the answers orally. Ask each team captain to read out the score and team letter, and write this up on the scoreboard. Record the running total. 4. Collect the papers. During the next round, check them and amend any mistakes. Pedro’s teacher is giving the class a party to celebrate the end of term, but they must do the shopping and collect the equipment for the games. He has told them the girls must buy all 82 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 the COUNTABLE things and the boys the UNCOUNTABLE things. You must sort out the list of them: Mineral water, Rice, Chicken pate, Rolls, Cheese, Paper, Paper Clips, Orange juice, A roll of sellotape, Drinking chocolate, A box of chocolates, Salad, Ballons, Paper napkins, Prizes, IceCream, Bread, Butter, Fruit, Tomatoes, Flowers, Packets of crips, Nuts, Pasta. Answer sheet which is given for each group COUNTABLE UNCOUNTABLE 3. RESEARCH METHOD The goal of this research intended to find out the influence of Shopping List game in teaching vocabulary, therefore this research based on the experimental method. In this research, the writer took two classes’ namely experimental class and control class. Experimental class was taught by using Shopping List game. Control class wastaught by using translation technique. There were two variables in this research. The first was independent variable (Shopping List game) symbolized by (X). The second was dependent variable (students’ vocabulary mastery) symbolized by (Y). The population of this research was the students at the second semester of seventh class at MTs RaudlatulJannahNatar Lampung Selatan. Then the writer took two classes as the sample of research. The classes are the experimental class and the control class. The writer taught vocabulary by using Shopping List game in the experimental class. Whereas in the control class, the writer taught by using translation technique. In this research, the writer usedCluster Random sampling technique. It was used because the sample was classes not individuals and the ability of population were homogeneous. To get the data of the students’ vocabulary mastery, the writer gave the test to the sample. The type of test was the objectives test namely multiple choices. There are 50 vocabulary test items with four options: a, b, c, and d, the score of each item is 2. Content validity was used to know the validity of test item. It meant that the test items were designed based on the course book that the students used in school and designed based on the curriculum of MTs. Whereas to determine reliability of the test, the writer used‘Split Half Technique’ with the following steps: 1. Give try out items test to the students that are taken from out of the sample. 2. Divide the items test into odd and even. 3. Analyze the test by using Product Moment Formula. n xy ( x ) ( y ) rxy 2 {n x ( x ) 2 }{n y 2 ( y ) 2 4. Calculate the reliabilities of the item test by using Spearman Brown Formula as follows: 5. Consult the result with the criteria reliability as follows: a. Reliability Coefficient 0.800 – 1.00 is very high Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 83 b. c. d. e. Reliability Coefficient 0.600 – 0.88 is high Reliability Coefficient 0.400 – 0.600 is fair Reliability Coefficient 0.200 – 0.400 is low Reliability Coefficient 0.00 – 0.200 is very low(Arikunto, 2006: 276) There were five analyses in this research. The analyses included of normality of the test; homogeneity of variance; hypothesis of test; testing of equally of two average score; and testing of the different of two average score. The first analysis was normality of the test. It analyzed to know whether the data have normal distribution or no. The writer used Chi-Square ratio ( k 0i Ei 2 i 1 Ei ratio 2 The criteria of the test: Rejected Ho if ≥ (1-α) (k-3) (Sudjana, 1996: 273) The second was homogeneity of variance. It analyzed to know whether the data were homogeneous or not. The formula: F= The criteria of the test: Accepted Ho if F (1 – a) (n – 1) < F < α ( α ( - 1, – 2), rejected if F ≥ ). (Sudjana, 1996: 249-250) The third was hypothesis. After giving the test and corrected it, the writer found the result of test given. It was possible to know the influence of using shopping list game towards students’ vocabulary mastery. The statistical formula that was used by the writer in this research is T-test. Before using T-test, the writer determined the average ( ) and the variance ( . 1. The average ( ) is calculated by using formula: = ) is calculated by using formula: 2. Variance ( 3. n2 ( x1 ) ( x1 )2 = n (n 1) T-test formula: 2 = 2 2 (n 1) S1 (n2 1) S2 = 1 n1 n2 2 The criteria of the test: Accepted if < is value which is indicated in the table with degree of - 2 (Sudjana, 1996: 239) freedom = + The fourth was Testing of the Equally of Two Average Score. With criteria of the test: is accepted for 5% and 1% if < with df = (N-1) The last was testing of the different of two average score. With criteria of the test: is rejected if with df = (N-1) 84 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 For significant level α = 5% or 0.05 and α = 1% or 0.01 (Sudjana, 1996:233 ) 4. RESULT AND DISCUSSION 4.1 Data Analysis 4.1.1 Reliability of the Test Based on the calculation, the data were known as follow: n= 20 ∑X = 213 ∑Y = 228 ∑ = 2369 = 2664 ∑ ∑XY = 2493 Then, analyzed thetest by using Product Moment Formula. n xy ( x ) ( y ) rxy 2 {n x ( x ) 2 }{n y 2 ( y ) 2 = 0.80 It was found that Then calculate the reliabilities of the item test by using Spearman Brown Formula: It was found that = 0.89 After consulting the result withcriteria of reliability, it was known that the item test was very high. So the test items can be used to measure the students’ vocabulary mastery. 4.1.2 Normality of the Test 4.1.2.1 Normality of the Test in Experimental Class The result of the table when calculated the score of vocabulary mastery in experimental class (see appendix), it was known that the highest score was 88 and the lowest score was 48 from n= 37. SPAN (R) = the Highest score of the Data – the Lowest Score of the Data = 40 The total number of interval class (K) = 1 + 3.3 log n = 6 Length of interval class (P) = =7 Then the result above was included into table of list of distribution frequency as follows: Table 7. The List of Distribution Frequency of the Test Result of Experimental Class Score 48 – 54 55 – 61 62 -68 69 – 75 76 – 82 83 - 89 1 4 9 11 10 2 ∑ 37 51 58 65 72 79 86 2601 3364 4225 5184 6241 7396 51 232 585 792 790 172 2601 13456 38025 57024 62410 14792 2622 188308 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 85 Source: The Data Analysis ∑ ∑ . . = 2622 = 188308 n = 37 It was found that the average and standard deviation as follows: = = 70.86 Then counted standard deviation: = = 8.33 The next step was to determine the expected frequency ( ) and observed frequency ( ) as follows: 1. Delimitating the boundary of the class (X) by subtracting the lowest score in the class by 0.5. 2. Calculating Z for boundary of the class with the formula Z= 3. 4. Calculating wide of interval class by seeing Z value list. Calculating expected frequency ( ) by multiplying wide of every interval wide the total of the data, that is = . n From calculating the formula above, we got the result as follows: Table 8. List of Distribution Expected and Observed Frequency of Experimental Class X 47.5 54.5 61.5 68.5 75.5 82.5 89.5 Z -2.80 -1.96 -1.12 -0.28 0.56 1.40 2.24 L 0.4974 0.4750 0.3686 0.1103 0.2123 0.4192 0.4875 0.0224 0.1064 0.2583 0.3226 0.2069 0.0683 Source: The Data Analysis Determined by using the following formula: =∑ = 0.95 Criteria Test: if ≥ (1 – α) (k – 3) Reject By looking at H table, we found the value: 0.83 3.94 9.56 11.94 7.66 2.53 1 4 9 11 10 2 86 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 For the significant level of 5% (α= 0.05) = (1 – 0.05) (6 – 3) = (0.95) (3) = 7.81 For significant level of 1% (α= 0.01) = (1 – 0.01) (6 – 3) = (0.99) (3) = 11.3 Based on the calculation above, it was found at significant level of 0.05 and 0.01 that < . So, the hypothesis was accepted. It said that the data had normal distribution. 4.1.2.2 Normality of the Test in Control Class The result of the table when calculated the score of vocabulary mastery in control class, it was known that the highest score was 70 and the lowest score was 34 from n=38. SPAN (R) = the Highest score of the Data – the Lowest Score of the Data = 36 The total number of interval class (K) = 1 + 3.3 log n =6 Length of interval class (P) = =6 Then the result above was included into table of list of distribution frequency as follows: Table 9. The List of Distribution Frequency of the Test Result of Control Class Score 34 – 39 40 – 45 46 - 51 52 – 57 58 – 63 64 – 69 70 - 75 ∑ 9 7 8 6 4 3 1 38 36.5 42.5 48.5 54.5 60.5 66.5 72.5 1332.25 1806.25 2352.25 2970.25 3660.25 4422.25 5256.25 328.5 297.5 388 327 242 199.5 72.5 1855 Source: The Data Analysis ∑ . ∑ . n = 38 = 1855 = 94437.5 It can be searched the average and standard deviation as follows: = = 48.82 . 11990.25 12643.75 18818 17821.5 14641 13266.75 5256.25 94437.5 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 87 Then it was counted standard deviation: = = = 10.25 The next step was to determine the expected frequency ( ) and observed frequency ( ) as follows: 1. Delimitating the boundary of the class (X) by subtracting the lowest score in the class by 0.5. 2. Calculating Z for boundary of the class with the formula Z= 3. 4. Calculating wide of interval class by seeing Z value list. Calculating expected frequency ( ) by multiplying wide of every interval wide the total of the data, that is = . n From calculating the formula above, we got the result as follows: Table 10. List of Distribution Expected and Observed Frequency of Control Class X 33.5 39.5 45.5 51.5 57.5 63.5 69.5 75.5 Z -1.49 -0.91 -0.32 0.26 0.85 1.43 2.02 2.61 L 0.4319 0.3186 0.1255 0.1026 0.3023 0.4251 0.4783 0.4955 0.1133 0.1931 0.2281 0.1997 0.1228 0.0532 0.0172 Source: The Data Analysis Determined by using the following formula: =∑ = 6.27 Criteria Test: if ≥ (1 – α) (k – 3) Reject For the significant level of 5% (α= 0.05) By looking at H table, we found the value: = (1 – 0.05) (6 – 3) = (0.95) (3) = 7.81 For significant level of 1% (α= 0.01) = (1 – 0.01) (6 – 3) = (0.99) (3) = 11.3 4.31 7.34 8.67 7.59 4.67 2.02 0.65 9 7 8 6 4 3 1 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 88 Based on the calculating above, it was found at significant level of 0.05 and 0.01 that < . So, the hypothesis was accepted. It was said that the data had normal distribution. 4.1.3 The Homogeneity of Variance From the calculating above obtained: 1. The highest variance was the value of standard deviation from control class ( = 104.98) 2. The lowest variance was the value of standard deviation from experiment class ( = 69.45) Then the result of the highest variance and lowest variance included into statistical formula: F= F= F = 1.51 By looking at I table, we found the value: For α = 0.05 obtained: = F (½. α) (37 – 1) (38 – 1) = F (½. 0.05) (36) (37) = 1.78 For α = 0.01 obtained: = F (½. α) (37 – 1) (38 – 1) = F (½. 0.01) (36) (37) = 2.26 In fact that at level 0.05 and also 0.01 was obtained < , so that accepted. It was said that the variance of the data was homogeneous. 4.1.4 The Hypothesis of Test To test the hypothesis in this research, the writer used statistical formula of “t-test”: = S 2 n1 1S12 n2 1S 22 S = 9.35 With: n1 n2 2 was Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 89 Then the result above calculated into t-test formula: = = = 9.84 4.1.5 The Testing of The Equally of Two Average Score After analyzing the data, to show any influence of shopping list game towards students’ vocabulary mastery the hypothesis were: 1: = (there is no influence of Shopping List game towards students’ vocabulary mastery) 1: ≠ (there is an influence of Shopping List game towards students’ vocabulary mastery) Rejected if > + - 2) dk = = 37 + 38 – 2 = 37 + 36 = 73 (1 – ½ α) and accepted with dk ( + - 2) By looking at G table, found the value: Testing criterion 1: For level 5% (α = 0.05) = (1 – ½ 0.05) 73 = 0.975. 73 = 1.98 Testing criterion 2: For level 1% (α = 0.01) = (1 – ½ 0.01) 73 = 0.995 73 = 2.62 Based on the data analysis, it was found that = 9.84 and for level 5% = 1.98 ≥ and was rejected. and for level 1 % + 2.92. So, was accepted because So there was an influence of Shopping List game towards students’ vocabulary mastery at the second semester of the seventh class at MTs Raudlatul Jannah natar lampung Selatan in 2012/2013. 4.1.6 The Testing of the Different of Two Average Score The testing of hypothesis was to show the average score of the influence of Shopping List game towards students’ vocabulary mastery would be higher than without Shopping List game. 90 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 : ≤ (The average of students’ vocabulary mastery that are taught by using Shopping List game is lower than that of those who taught by using translation technique). : (The average of students’ vocabulary mastery that are taught by using Shopping List game is higher than that of those who taught by using translation technique). = 9.84 and = 1.98 and 2.92 From the result above we got that The testing criterion: ≥ rejected and accepted with dk = ( + - 2) at significant level If 5% (α= 0.05) and 1% (α= 0.01). So, was accepted because ≥ and was rejected. So the average score of the students’ vocabulary mastery that are taught by using Shopping List game was higher than that of those who taught by using translation technique at the second semester of the seventh class at MTs Raudlatul Jannah natar lampung Selatan in 2013/2014. 4.2 Discussion The average score of students’ vocabulary mastery who learn through Shopping List game was higher than that of those who learn through translation technique. It was proven by the average score of the experimental class ( = 70.86) was higher than the = average score of the control class ( = 48.82). The result of hypothesis testing for significant level 5% = 1.98 and 1% = 2.62, based on the testing 9.84 and ≥ . So there was positive influence of shopping list criterion the writer gave game towards students’ vocabulary mastery. 5. CONCLUSSION Based on the research of data analysis on the previous explanation about “The Influence of Shopping List Game towards Students’ Vocabulary Mastery at the Second Semester of the Seventh Class at MTs RaudlatulJannahNatar Lampung Selatan in 2013/2014”, the writer made: 1. The average score of students’ vocabulary mastery who learn through Shopping List game was higher than that of those who learn through translation technique. It was proven by the average score of the experimental class ( = 70.86) was higher than the average score of the control class ( = 48.82). = 9.84 and for significant level 5% = 1.98 2. The result of hypothesis testing ≥ . It means that and 1% = 2.62, based on the testing criterion the writer gave there was positive influence of shopping list game towards students’ vocabulary mastery in addition; the influence of shopping list game could increase students’ vocabulary mastery. BIBLIOGRAPHY Arikunto, Suharsimi. Jakarta. (2006). ProsedurPenelitianSuatuPendekatanPraktik.RinekaCipta: Azar, Sorayaie, Ali. (2012). The Effect of Games on EFL Learners’ Vocabulary Learning Strategies. International Journalof Basic and Applied Science.Vol. 01, No. 02Oct 2012. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 91 Barnes, Annette. Hines, Jean. and Weldon, Jennie. (1996). Have Fun With Vocabulary. Penguin Books. Cameron, Lynne. (2001). Teaching Languages to Young Learners. Cambridge University Press. Carrier, Michael &The Centre for British Teachers (1980). Take 5. Games and Activities for the Language Learner. (2d. ed.). London: Nelson [online], Vol 4 (4), 20 halaman. Tersedia: http://www.teoriaypraxis.uqroo.mx/doctos/Numero4/Martinez-PerezPortillo.pdf [20 Desember2012] Efendi, Erfan. (2013).The Use of Games to Improve Vocabulary Mastery. JP3, Volume 1, No. 12, Agustus 2013 Paul, David. (2003). Teaching English to Children in Asia. Hong Kong. Longman Asia LTE. Richard – Amato, A. Patricia. (2003). Making It Happen: Third Edition. Pearson Education, Inc. Sudjana.(1996). MetodaStatistika.Tarsito,Bandung. Thornburry, Scott. (2002). How to Teach Vocabulary. England. Pearson Education Limited. Tuan, Trong, Luu. (2012).Vocabulary Recollection through Games. Theory and Practice in Language Studies, Vol. 2, No. 2, pp. 257-264, February 2012. Wright, Andrew. Betteridge, David. andBuckby, Michael. (2006). Games for Language Learning: Third Edition. USA. Cambridge University Press. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 A COMPARATIVE STUDY OF ERROR ANALYSIS IN WRITING NARRATIVE TEXTS MADE BY JUNIOR, SENIOR AND UNIVERSITY STUDENTS Dwi Agung Kurniawan Muhammadiyah University of Surakarta 085642865065 [email protected] Abstract This research points out the errors analysis in students’ writing and it is aimed to decsribe the types of errors found in the students’ writing result made by Junior, Senior, and University students, to know the frequencies of each type of errors found in the students’ writing result made by Junior, Senior, and University Students, to explain the similarities and differences types of errors found in the students’ writing result made by Junior, Senior, and University students, and to investigate the causes of errors found in the students’ writing result made by Junior, Senior, and University students. There are three types of errors namely lexical error (22,46%), syntactical error (199,41%), and discourse error (100,37%). These types of errors have 13 categories of errors; 1) spelling; 2) false friend; 3) to be; 4) bound morpheme s/es; 5) verb tense; 6) articles (a,an,the); 7) preposition; 8) to infinitive; 9) modal auxiliary; 10) passive voice; 11) cohesion; 12) ceherence; and 13) generic structure. There are eighteen error cases. The researcher found junior students made more errors than senior and university students, there are 91 errors sentences in junior students, whereas senior students have 43 erroneous sentences and university students have 35 erroneous sentences. The similarities of errors found in junior, senior and university students are: Omission of Bound Morpheme‘s/es’ as the Plural Marker, Using Verb 1 for Past Event, Using Incorrect Verb 2, False Friend, Omission Errors in the Form of Preposition, Using Verb 1 after to Infinitive, Using Verb 1 after Modal Auxiliary, and Using Passive Voice Form Incorrectly. While, the differences errors found in junior, senior and university students are: The Use of Copula ‘Be’ Present Tense for Past Event in Junior Students, It does not find in Senior and University students’ composition. The errors such as additional ‘Be’ for Past Event and Omission “Be” for past event that found in Junior and Senior students, but it does not include in university students’ composition. The researcher found error. It is omission Errors in the Form of the Article (a, an, the) in Junior Students but It does not include in Senior and University’s composition. There are four causes that lead students to errors, they are overgeneralization, incomplete application of rules, false concept hypothesized, and ignorance of rule restrictions. For this case, ignorance of rule restrictions is the most highest cause of error that occured in the students’ writing with the percentage 114,74%. The error occured because the students fail to apply the rule of grammar in target language. Keywords: comparative, error analysis, interlanguage, grammar, writing. Abstrak Penelitian ini menunjukkan analisis kesalahan dalam tulisan siswa dan ditujukan untuk menggambarkan jenis kesalahan yang ditemukan dalam hasil tulisan yang dibuat oleh siswa SMP, SMA, dan Perguruan Tinggi, untuk mengetahui frekuensi dari setiap jenis kesalahan yang ditemukan dalam hasil tulisan yang dibuat oleh siswa SMP, SMA, dan Perguruan 92 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 93 Tinggi, untuk menjelaskan persamaan dan perbedaan jenis kesalahan yang ditemukan dalam hasil tulisan yang dibuat oleh siswa SMP, SMA, dan Perguruan Tinggi, dan untuk menyelidiki penyebab kesalahan yang ditemukan dalam hasil tulisan yang dibuat oleh siswa SMP, SMA dan Perguruan Tinggi. Ada tiga jenis kesalahan yaitu kesalahan leksikal (22,46%), kesalahan sintaksis (199,41%, dan kesalahan wacana (100,37%). Jenis-jenis kesalahan itu memiliki 13 kategori kesalahan; 1) spelling; 2) false friend; 3) to be; 4) bound morpheme s/es; 5) verb tense; 6) articles (a,an,the); 7) preposition; 8) to infinitive; 9) modal auxiliary; 10) passive voice; 11) cohesion; 12) ceherence; and 13) generic structure. Ada delapan belas kasus kesalahan. Peneliti menemukan siswa SMP membuat lebih banyak kesalahan dari pada siswa SMA dan universitas, ada 91 kesalahan kalimat pada siswa SMP, sedangkan siswa senior memiliki 43 kalimat yang salah dan mahasiswa memiliki 35 kalimat yang salah. Kesamaan dari kesalahan yang ditemukan pada tulisan siswa SMP, SMA dan perguruan tinggi adalah: Omission of Bound Morpheme‘s/es’ as the Plural Marker, Using Verb 1 for Past Event, Using Incorrect Verb 2, False Friend, Omission Errors in the Form of Preposition, Using Verb 1 after to Infinitive, Using Verb 1 after Modal Auxiliary, and Using Passive Voice Form Incorrectly. Sementara, perbedaan kesalahan yang ditemukan di tulisan siswa SMP, SMA dan Perguruan Tinggi adalah: The Use of Copula ‘Be’ Present Tense for Past Event di tulisan siswa SMP, itu tidak ditemukan dalam tulisan siswa SMA dan Perguruan Tinggi. Kesalahan seperti additional ‘Be’ for Past Event dan Omission “Be” for past event yang ditemukan di tulisan siswa SMP dan SMA, tetapi itu tidak masuk dalam tulisan mahasiswa. Peneliti menemukan kesalahan. Pada hal ini, Kesalahan omission Errors in the Form of the Article (a,an,the) ada di tulisan siswa SMP tapi itu tidak masuk dalam tulisan siswa SMA dan Perguruan Tinggi. Ada empat penyebab yang menyebabkan siswa melakukan kesalahan, mereka adalah overgeneralization, incomplete application of rules, false concept hypothesized, dan ignorance of rule restrictions. Untuk kasus ini, ignorance of rule restrictions adalah penyebab paling tertinggi kesalahan yang terjadi dalam penulisan siswa dengan persentase 114,74%. kesalahan ini terjadi karena siswa gagal untuk menerapkan aturan tata bahasa dalam bahasa target. Kata Kunci: perbandingan, analisis kesalahan, antarbahasa, tata bahasa, tulisan. A. INTRODUCTION Teaching learning English as a foreign language in Indonesia still face lot of problems. Somehow mastering second language in transferring knowledge of second language system must be controlled very well. Learners need consultant who getting of the best of mastering second language system. Moreover, Fauziati (2010) says that most of learning problems are caused by different elements found between the two languages. Therefore, the researcher will be able to learn the elements of the target language which are similar to those with his own more easily than those which are not found in his native language. On the other hand, it is difficult for Indonesian to use correct structure in English. While in this reseeach, teaching learning English also has given in three institutions, SMPN 1 Kajen Pekalongan, SMAN 1 Kajen Pekalongan, and University of Pekalongan.As the studentslearn more aboutEnglish, many errors will appear. Not only do they replace one tense with the other tense(s), but also they fail to construct the correct verb forms for these tenses. In the same case the researcher finds some errors done by the students of these three institutions. They often make in their writings. Based on pre-observation result, the researcher asked the students of in SMPN 1 Kajen Pekalongan, SMAN 1 Kajen Pekalongan, and University of Pekalongan to make the narrative text. Below arethe examples of student’s writing products: 94 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 One day Kancil go to forest because he is hungry. He is saw mentimun. Kancil liked mentimun very much. He looked left and looked right, than, he ate all mentimun. The mentimunare fresh. Kancil didn’t know Pak Tani is see him..... (writing result of class VIII student) One day in Arabian city, a woman went to the market and bought a beautiful hen. A few days later, to her surprise, the hen laid a silver egg. The woman thought that if the hen culd lay more than one egg each day, she would never work again. So the woman decided to make the hen eat more, so that it could lay more eggs. But unfortunately the hen died because indigestion, and did not lay eggs at all.(writing result of class XI student) A fisherman fishing all day, but he did not catch anything. In the evening, he caught one very small fish. “Please, don’t eat me. Please, I am too small to make you a good dinner. Please, back me to the water. Later, when I bigger, you can catch me again. “No, no,” said the fisherman. “I’m going to keep you. If you get back into water, you will never come near me again.” Then, the fisherman put the little fish in his pond at the back yard. When the fish bigger, it became a good friend of the fisherman. He never wanted to eat the fish. (writing result of second semester of university student) These errors were caused by the difference between the rules of the language used by the students (Indonesian) and the rules of target language. students’ error system influenced by mother tongue system (Indonesian) to express the idea; The students used rules of Indonesian system in English, such as “He is liked mentimun” should be written “He liked mentimun”. This is mostly because the students are influenced by their mother tongue on the acquisition of the new structure. However, the students are still weak in English, especially in their writing skill. They still seem to commit errors in all aspect of language. Errors in writing such as tenses, prepositions and weak vocabulary are the most common and frequent type of errors that are committed by learners. The learners usually face difficulties in learning the grammatical aspects of the Target Language (TL), such as in subject-verb agreement, the use of preposition, articles and the use of correct tense. According to Zhang (2011) said that: errors can be seen clearly in the learners’ written performance that the students are bound to encounter would be weak vocabulary, inappropriate use of grammar in sentence etc. Actually, learning second language system needs good environment neither the teacher nor technique nor method that supports mastering second language system. When the teachers are not control second language system properly, transferring knowledge in second language learning can cause an error of the result. Error of transferring knowledge of second language is one of some sources error in student’s result in learning second language. With regard to such errors, on the one hand, there are other related previous studies that confirm the such a view. First, Darus & Ching (2009) investigated common errors in written English essays of form one Chinese students: a case study. The results of the study show that four most common errors are mechanics (2.73), tense (1.73), preposition (1.29) and subject Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 95 verb agreement (1.24). Second, Hussain, et. al (2013) investigated an error analysis of L2 writing at higher secondary level in Multan, Pakistan. The total errors of punctuation were 72 with an error rate of 1.37%. Errors of capitalization were also found frequently. Total errors of capitalization were 71, with an error rate of 1.35%. The highest error rate in the study is related to error of verbs. There were 164 errors with an error rate of 3.18%. There were 40 errors with a rate of 0.76%. The errors of preposition in this study figured very high with an error of 0.70%. The errors involved omitting prepositions, or adding unnecessary preposition. The total number of errors of noun was 25 with an error rate of 0.48%. The error rate of conjunction was 0.08%. The total error of adjective was only seven with an error rate of 0.13%. Five errors of passives with an error rate of 0.10% were found. Five errors of negation were found with an error rate of 0.10%. Four errors of translation were found with a rate of 0.08%. Literal translation from the mother tongue also induced many errors among the learners. The researcher found some examples of errors that seemed to have been caused by literal translation. The researchers found many errors of overgeneralization also in the tests. The researchers also found many errors which were due from incomplete application of rules. Some of the errors as discussed among the learners were due to ignorance of rules restriction. Third, Al-Khasawneh (2014) was interested in error analysis of written English paragraphs by Jordanian undergraduate students: a case study. The findings of the study reveal that that the students of Ajloun National University have committed several errors such as: spelling, word order, and subject-verb agreement. The results also showed that the most frequent error committed by the students was the improper use of English articles. The frequency of errors are included in the categories of error such as Wrong Use of Articles 13.3%, Wrong Use of Prepositions 12.4%, Subject-Verb Agreement 12.3%, Word Order 44 10.3%, Verb Tense 43 10%, Singular and Plural Forms 9.4%, Spelling 8.9%, Capitalization 7.2%, Fragment 6.4%, Demonstratives 5.6%, Irregular Verbs 18 4.2%. Fourth, Hau Tse (2014) focused on a case study of grammatical errors made by Malaysian students. The findings revealed a total of 797 errors. Six significant errors occurred in the sample were a) singular/plural noun; b) articles; c) prepositions; d) adjective/noun/adverb; e) subject-verb agreement; and f) tenses. There are various ways to cope with errors, for instance, ‘process writing’ and ‘peer correction; they are recommended to help the learners avoid making errors. Fifth, Krishnasamy (2015) focused on grammatical error analysis in writing of ESL diploma students. Based on the findings, it is shown that there are three most common types of grammatical errors identified from the students‟ writing which are errors in Tenses, SVA and Verb. It is discovered that most of the errors in the use of Tenses are those under the main category of Simple Past Tense which cover 80,75%o f the total errors. This is followed by the errors in the use of Past Progressive represented by an amount of 10.16%. The remaining 9.09% constitute the errors in the use of Past Perfect Tense. Thus, This current research is different from other studies due to the main point on comparative error of students’ writing in different levels and investigates the types of errors then linguistic category and surface strategy taxonomy are used in classification of error and focuses to identify the types of lexical errors, syntactical errors and discourse errors; describing the frequency of each type of errors; explain; the dominant type of error; and then the researcher will follow the theory from Richard (1971) to investigate the cause of errors. As a result, the purpose of the present study is four folds: 1) to describe the types of errors are found in the students’ writing result made by Junior, Senior, and University Students; 2) to know the frequencies of each type of errors found in the students’ writing result made by Junior, Senior, and University Students; 3) to explain the similarities and differences types of errors are found in the students’ writing result made by Junior, Senior, 96 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 and University Students; 4) to investigate the causes of errors are found in the students’ writing result made by Junior, Senior, and University Students. B. RESEARCH METHOD This research applies descriptive qualitative method. According to Fraenkel, et.al (2012: 425) qualitative research is the famous method to be used in variety fields, these include comparison between alternative methods of teaching (as in experimental research); examining research among variable (as in correlation relationship); comparing groups of individuals (as in causal comparative method); or surveying different groups of educational professionals, such as teachers, administrators, and counselors (as in survey research). The subject of research are eight grade students of SMP N 1 Kajen Pekalongan, eleventh grade students of SMA N 1 Kajen Pekalongan and second semester English students of Pekalongan University. The researcher took 10 students in each level. The researcher took them randomly, the total of participants 30 students. The object of the study is comparative type of errors on students’ written form sentences containing errors will take from different level of students’ composition in (written production) between junior, senior and university students. The data are students’ errors in writing. The erroneous sentences are taken from 30 pieces of students’ writing junior, senior and university students, there are 10 pieces from each levels. To collect the data the researcher uses elicitation method. The procedure of collecting the data, the researcher prepared some document and some complement. The writer got the data of the students’ English writing from one source: the writing narrative text. In analyzing data, the researcher used the procedures of error analysis suggested by Brown (1980), namely: error identification, error classification, and error explanation. Then the researcher will use analysis (EA) will carry out to analyze or identify the grammar errors. Next, the writer will analyze the collected data by using some steps: and Brown (2007: 260) further says that there are two steps to analysis the data such identification and describing errors. C. FINDING AND DISCUSSION In this section the writer intends to describe the type of errors, to know the frequency each type of errors, to describe the similarities and the differences of errors, and the last point about the causes of errors of data erroneous sentences made by Junior, Senior, and University students. 1. Types of Errors Made by Junior, Senior, and University Students The researcher finds errors in students’ writing composition. Here, will be discussed the types of errors made by Junior, Senior, and University students. a. Lexical Error Lexis describes about the words and meaning of the English words then the aim of lexis study to represent the meaning of each word in the language and show how the meaning of words in a language are interrelated. 1) Spelling Spelling is writing or stating the letters and diacritics of a word. Words generally have accepted standard spellings which can vary regionally or nationally. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 97 In this case the students write some wrong spelling in English. The errors are caused by their ignorance of the writing of the word in English. So, the students write with the wrong spelling. The student gets wrong in spelling of the word, such as the sentence : “The monkey always spent anything”. The student writes the word ”enything”, when the student means “anything” The students’ errors are caused by the limitation and the lacking of students’ vocabulary in English. 2) False Friend False friends are pairs of words or phrases in two languages or dialects (or letters in two alphabets) that look or sound similar, but different significantly in meaning. In this case, the errors are caused by confusion of students to write the word or phrase because of the word or phrase look or sound similar. In this case the students write some wrong spelling in English such as “Than rabbit ran and tiger race”. The student uses the word ‘’than’’ for the word “then”. The sentence must be “Then rabbit ran and tiger race”. The student can not differentiate the use of the words or phrases that look or sound similar. The errors are caused by their ignorance of the writing of the word in English. So, the students write the words or phrases with the wrong spelling. b. Syntactical Error Syntax is the structure of language or grammar; syntax consists of tenses, subject, verb, preposition, conjunction and other words to make sentences, so that syntax is the knowledge about grammar and description of word classes, sometimes these were called part of speech, and how to numbers of these classes go together to form phrase and sentences. 1) To be Forms of the verb “to be” include: is, was, am, are, be, being, been, has been, may be, and were. ‘Be’ used after some nouns to describe the person that someone will soon be or the position that they will soon have. a) The Use of Copula ‘Be’ Present Tense for Past Event In this case, the students do not use the past tense ‘be’ as predicate such as the sentence: “Her name is Tinker Bell”. The student uses ‘is’ as predicate for the past tense. The sentence must be “Her name was Tinker Bell”. Because the phrase “Her name’’ indicates the singular subject, so, it must use ‘was’ as predicate for copula be in the sentence. The students’ errors influenced by the target language. it is because the confusion of the using copula ‘be’ present tense for past. b) Addition ‘Be’ for Past Event The simple past is used to make statements about events at last time. In this case the students add be (is) for past event. Errors are caused by confusion of the using verb ‘be’ for tenses in English. So the students’ use be (is) for past event. The students’ Additional ‘Be (is)’ for past event such as in the sentence: “The rabbit is looked for food in jungle”. The student adds ‘be (is)’ in the sentence that indicates the past event. The sentence deviates from the rule of standard language. ‘be (is) must be omitted in the sentence. The sentence must be “The rabbit looked for food in the jungle”. The students’ errors are influenced by target language because illustrate the learner’s attempt to build up hypothesis about English from the limited experience of it in the classroom. c) Omission “Be” for Past Event In this case the students do not understand the function of be for past event such as sentence: “The grasshopper hungry”. The students do not add “be”. So the students omit “to be” in their sentence, the students omit to be that indicates 98 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 the past tense. So, it should be ‘’The grasshopper was hungry’ to indicate the past tense. The students’ errors are influenced by target language because the students were borrowing patterns of the mother tongue and expressing meanings using the words and grammar which are already known about English from the limited experience of it in the classroom. 2) Bound Morpheme‘s/es’ Bound morpheme is a morpheme that can not stand alone as an independent word while carrying the lexical meaning related to the one in the word it is taken from. a) Omission of Bound Morpheme‘s/es’ as the Plural Marker In this case the students do not understand the function of –s/-es in the plural form. The students do not add –s/-es to noun in plural form. So the students omit –s/-es in their sentence. The students omit the use of bound morpheme –s/-es such as in the sentence: “All of the fairy have a binary wings”. The student omits – s/-es that indicates the plural noun. The phrase “binary wings” indicates the plural noun. The word “fairy’’ indicates for the singular noun. So it must be ‘’fairies’’ to indicate the plural noun. The students’ errors are influenced by target language because the students were borrowing patterns of the mother tongue and expressing meanings using the words and grammar which are already known about English from the limited experience of it in the classroom. 3) Verb Tense In English, there are three basic tenses: present, past, and future. Each has a perfect form, indicating completed action; each has a progressive form, indicating ongoing action; and each has a perfect progressive form, indicating ongoing action that will be completed at some definite time. a) The Use Verb-1 for Past Event In this case verb can be categorized as Verb 1 and Verb 2. Verb 1 is used for Present tense form and V2 missuse for past tense. The students use Verb 1 for past event that found by the researcher of the students’ written products such as the sentence: “Rabbit continue his job”. The student uses Verb 1for past event. The word ‘continue’ of the sentence indicates for the present tense not for the past tense. The students must use V2 if they want to write the sentence for the past event. So the sentence must be “Rabbit continued his job”. The errors are caused by students can not differentiate the use between Verb 1 and Verb 2. b) The Use of Incorrect Verb 2 In this case verb 2 can be categorized as Regular verb and Irregular verb. Verb 1 is used for past tense. In this case the students use incorrect verb 2. The researcher finds examples such as sentence: “The squirrel knowed”. The student tries to use Verb 2 for past event, but it is false. The sentence should be “The squirrel knew ”. The errors are caused by students can not differentiate the use of Regular and Irregular Verb. 4) Articles (a, an, the) An article is a word that is used with a noun to indicate the type of reference being made by the noun. a) Omission of the Article (a, an, the) In this case, the students do not write the article in sentence. Errors are caused by the ignorance of students for the using articles in English for singular and plural noun. The students omit article such as the sentence:”The rabbit is looked for food in jungle”. The student should write down ‘a’ as article that indicate general statement about any such thing. The sentence should be “The rabbit is looked for food in Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 99 jungle”. The students’ errors are caused by the target language, because the limited experiences of it in the classroom. 5) Preposition A preposition is a other words in a sentence. Prepositions commonly convey the following relationships: agency (by); comparison (like, as . . . as); direction (to, toward, through); place (at, by, on); possession (of); purpose (for); source (from, out of); and time (at, before, on). a) Omission of Preposition In this case, the students do not write preposition in sentence errors. So, the students omit preposition in their sentence. The student’s omission of preposition such as in the sentence: “There was fighting lion and tiger”. The student omits ‘preposition’. The student must write down ‘between’’. The sentence must be “There was fighting between lion and tiger”. The students’ errors are caused by the target language, because the limited experiences of it in the classroom. 6) To Infinitive The infinitive is a grammar term that refers to a basic verb form that often acts as a noun and is often preceded by the word "to." a) The Use Verb 1 after to Infinitive In this case, the students do not write verb 1 after to infinitive in sentences such as: “Turtle ran fast to raced rabbit”. The student writes verb 2 after to infinitive. The student must write “race”. The sentence must be “Turtle ran fast to race rabbit”. The students’ errors are caused by the target language, because the limited experiences of it in the classroom. 7) Modal Auxiliary A modal is a verb that combines with another verb to indicate mood or tense. A modal (also known as a modal auxiliary) expresses necessity, uncertainty, ability, or permission. a) The Use Verb 2 after Modal Auxiliary In this case, the students do not write verb 1 after to infinitive in sentences such as: “Tinker Bell must got the magic plant in the dangerous place”. The student writes verb 2 after modal auxiliary. The student writes “get”. The sentence must be “Tinker Bell must get the magic plant in the dangerous place”. The students’ errors are caused by the target language, because the limited experiences of it in the classroom. 8) The Use of Unnecessary Passive Voice In this case, the students do not use passive voice form correctly in sentences such as: “The party held by a animals unique”. The student does not write to be and verb 3 after to be. The student must write “was hold”. The sentence should be “The party was hold by an animal unique”. The students’ errors are caused by the target language, because the limited experiences of it in the classroom. c. Discourse Error Celce-Murcia, et al. (1995: 13–15) described several sub-areas of discourse competence, four of which are most important with regard to the current model: Cohesion is conventions regarding use of reference, substitution/ ellipsis, conjunction, and lexical chains (i.e. Halliday and Hasan, l976). 1) Cohesion Errors Cohesion errors are classified into 4 (four) types according to comparative taxonomy. They are reference, substitution and ellipsis, conjunction and lexical 100 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 cohesion. In this case, the students made 2 (two) types of error, reference and conjunction. a) Reference Error In this case, students make reference errors in their narrative writing such as: (1) The use of personal reference ‘they’ to state singular personal pronoun Students make errors by using ‘they’ to state singular subject such as: “Than, they to invite many animals for discussion about wood condition”. In those sentences, personal reference “they” is ambiguous to the readers. Readers have no way to know what the student’s attitude is ‘They’ may be meant as the frog, Tinker Bell, and a grasshopper. It is only one subject, but the student writes they instead of he. (2) The Use of ‘him’ to State Possessive In this case, students make error by using personal reference him instead of possessive his such as: The frog held a party because the frog was celebration wedding him. The use of him is incorrect. The student should write, ‘The frog held a party to celebrate his wedding.’ b) Conjunction Error Conjunctions must be used to create the logical relation among the sentences. In this case, students make 11 (eleven) conjunction errors in terms of the misuse of then, and then, and suddenly. (1) Than, they to invite many animals for discustion about wood condition. (2) Suddenly, came an ant to helped grasshopper. (3) And than, Glory asked to Odile. 2) Coherence Error Coherence error is an error relates to organizational schemata through conventionally recognized means. In this case, students make coherence errors such as: “Crocodile: Why, Odile”. 3) Generic Structure Error Generic structure is the structure of a text which determines a genre of the text. In this research, the researcher analyzed narrative texts. The generic structures of narrative are: Orientation: sets the scene and introduces the participants, Evaluation: a stepping back to evaluate the plight, Complication: a crisis arises, Resolution : the crisis is resolved, for better or for worse, Re-orientation : optional. The researcher does not find any crisis in students’ writing. In text above, there are only one orientation, that is a presentation of a problem in a story, and one resolution, that is a solving problem. Thus, the student’s error lies on the omission of complication. Title: Tinker Bell Orientation Once upon the time, there was a beautiful fairy in a little islands. Her name is Tinker bell. She has a little body and a long pink hair. Complication When she cried, her face became red. All of the fairy had a binary wings. She could fly in the sky, but they must drink the special potion could be made by a magic plant, but the plant was fade. Tinker Bell must got the magic plant at the dangerous place. Then she did it with full of spirit by her spirit. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 101 2. The Frequency of Each Type of Errors committed by Students in Junior, Senior and University Level To know about the frequency of error types, the researcher uses the formula from Hatch and Lazaraton (1991: 136) describe to find the frequency on the category as proportion or percentage that has a small data or large data, it is more informative and it is easy to see the how important relative to data. Thus, they conduct the formula below: Percentage = The Frequency of Error Categories of Three Levels After getting the types of errors then the researcher divides the categories of each type of errors. In lexical error has spelling and false friend. Syntactical error has eight categories of errors, they are to be, bound morpheme s/es, verb tense, articles (a,an,the), preposition, to infinitive, modal auxiliary, and passive voice. While, discourse error can be divided into three categories namely cohesion, coherent, and generic structure. a. Table 1. The Compression of Error Categories of Students in Three Levels N o The Types of Error categories 1 I. Lexical 2 a. Spelling b. False Friend II. Syntactical 1. To be a. The Use of Copula ‘Be’ Present Tense for Past Event b. Addition ‘Be’ for Past Event c. Omission “Be” for past event 2. Bound Morpheme s/es a. Omission of Bound Morpheme‘s/es’ as the Plural Marker 3. Verb Tense a. The Use of Verb 1 for Past Event b. The use of unnecessary verb 2 Junior Numb % er 11 12,09 % 3 3,30% 8 8,78% 65 71,43 % Senior Numb % er 2 4,66% 1 1 28 2,33% 2,33% 65,12 % 1 1 22 2,86% 2,85% 62,86 % 3 3,30% - - - - 3 3,30% 2 4,65% - - 4 4,40% 1 2,33% - - 4 4,40% 4 9,30% 4 11,43 % 21 23,08 % 6 13,95 % 6 17,14 % 3 1 3,30% 4. Articles (a,an,the) a. Omission of the Article (a,an,the) 5. Preposition a. Omission of Preposition University Numb % er 2 5,71% 1 2,33% 2,86% 2 2,20% - - - - 3 3,30% 1 2,33% 1 2,86% 102 3 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 6. To Infinitive a. The use of Verb 1 after to Infinitive 7. Modal Auxiliary a. The use Verb2 after modal auxiliary 8. Passive voice a. The use of unnecessary passive voice III. Discourse 1. Cohesion error a. The use of personal reference “they” to state singular person b. The use of “him” to state possessive c. Conj unction Error 2. Coherence Error 3. Generic Structure Total 8 8,79% 5 11,63 % 5 14,29 % 11 12,09 6 13,95 % 4 11,43 % 3 3,30% 2 4,65% 1 2,86% 15 16,48 % 13 30,23 % 11 31,43 % 2 2,20% 2 4,65% 2 5,71% 2 2,20% 2 4,65% 1 2,86% 3 3,30% 3 6,98% 3 8,57% 3 5 3,30% 5,49% 1 5 2,33% 11,63 % 5 14,29 % 91 100% 43 100% 35 100% 3. The Similarities and Differences of Error Made by Junior, Senior, and University Students After getting the percentage of each type of errors and finds the most dominant error in each level, then the researcher compares the similarities and differences of error that made by junior, senior, and university students. a. The Similarities of Error Made by Junior, Senior, and University Students The researcher found the similarities of errors in students’ composition. Here will be discussed the similarities of errors made by Junior, Senior and University students. The similarities of errors found by researcher are: Omission of Bound Morpheme‘s/es’ as the Plural Marker, Using Verb 1 for Past Event, Using incorrect verb 2, False Friend, Omission Errors in the Form of Preposition, Using Verb 1 after to Infinitive, Using Verb1 after modal auxiliary, and Using Passive Voice form incorrectly. b. The Differences of Error Made by Junior, Senior, and University Students There are some differences of errors made by Junior, Senior and University students. Here will be discussed the differences of errors made by Junior, Senior and University students as follow: The Use of Copula ‘Be’ Present Tense for Past Event in Junior Students, It does not find in Senior and University students’ composition. The errors such as additional ‘Be’ for Past Event and Omission “Be” for past event that found in Junior and Senior students, but it does not include in university students. The researcher found error. It is omission Errors in the Form of the Article (a,an,the) in Junior Students but It does not include in Senior and University’s composition. 4. The Causes of Errors made by Junior, Senior, and University Students Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 103 In this part, the researcher attempts to investigate the cause of errors. To reveal the causes of errors, here the researcher follows the theory from Richard (1971: 19-22) that covers the factors which is related to the cause of errors namely, overgeneralization, incomplete aplication of rules, false concept hypothesized, and ignorance of rule restrictions. a. Overgeneralization Overgeneralization occurs when learners meet a new pattern or a new rule they think that the pattern or rule applies to all cases without exception”. For example, The squirrel knowed. b. Incomplete Application of Rules This case occurs when the students often produce sentences with incomplete application in the real communication. On the other side, the students do not know the whole pattern correctly. For example: The grashopper [.....] hungry. c. False Concepts Hypothesized False concept hypothesiszed refers to faulty rule learning at various levels. There is a class of interlingual errors which derive from faulty comprehension of distinctions in the target language. for example: Than rabbit and tiger race. d. Ignorance of Rule Restriction This kind of error is closely related to overgeneralization. That is the students fail to observe the restrictions of certain structures. In this case, they apply a rule in the context of a sentence where actually it is not necessary. For example: “Rabbit thanks full to Lion.” After analyzing the cause of errors, then the researcher counts the data to know the percentage of each type of error causes. The result of calculations can be seen in the tabel below. Table 2. The Error Causes of Junior, Senior, and University Students Junior Senior University Number % Number % Number % Overgeneralization 20 25,97% 10 31,25% 8 33,33% 1 16 20,78% 7 21,88% 5 20,83% Incomplete 2 Application of Rules False Concept 8 10,39% 4 12,50% 2 8,33% 3 Hypothesized Ignorance of Rule 33 42,86% 11 34,38% 9 37,50% 4 Restrictions 77 100% 32 100% 24 100% Total No The Error Causes Thus, from the table above, the highest causes errors in each level is in ignorance of rule restriction. D. CONCLUSION The researcher presents the conclusion at the last part of this paper. There are three types of errors found in the students’ writing result made by Junior, Senior, and University Students; lexical errors, syntactical errors, and discourse errors. It is found the total errors in the students’ writing result made by Junior, Senior, and University Students are 169 erroneous sentences; lexical errors (22,46%), syntactical errors (199,41%), and discourse errors (78,14%). The lexical errors have spelling error (8,49%) and false friend (13,96%). Syntactical errors cover errors in the use of to be (17,98%), bound morpheme 104 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 (25,13%), verb tense (62,66%), articles (2,20%), preposition (8,49%), to infinitive (34,71%), modal auxiliary (37,47%), passive voice (10,81%). While, discourse errors held cohesion error (41,12%), coherence error (5,63%), and generic structure error (31,41%). The similarities of errors found by researcher are omission of bound morpheme ‘s/es’ as the plural marker, using Verb 1 for pastevent, using incorrect verb 2, false friend, omission of errors in the form of preposition, using Verb 1 after to infinitive, using Verb1 after modal auxiliary, and using passive voice form incorrectly. The differences of errors made by Junior, Senior and University students are thatthe use of copula ‘be’ present tense for past event in Junior students writing result is not found in Senior and University students’ composition. The errors such as additional ‘be’ for past event and omission “be” for past event found in Junior and Senior students writing result was not included in university students. The omission errors in Articles (a,an,the) in Junior students writing result was not included in Senior and University’s composition. There are four causes that lead students to errors, they are overgeneralization, incomplete application of rules, false concept hypothesized, and ignorance of rule restrictions. For this case, ignorance of rule restrictions is the most highest cause of error that occured in the students’ writing with the percentage 114,74%. The error occured because the students fail to apply the rule of grammar in target language. BIBLIOGRAPHY Al-Khasawneh, Fadi Maher. 2014. Error Analysis of Written English Paragraphs by Jordanian Undergraduate Students: A Case Study. International Journal of English Language, Literature, and Humanities, Volume II, Issue VIII, ISSN 2321-7065. Faculty of Arts and Educational Sciences, Ajloun National University. Ajloun: Jordan. Brown, H. Douglas. 1980. Principles of Language Learning and Teaching. New Jersey: Prentice Hall. Brown, H. Douglas. 2007. Principles of Language Learning and Teaching. San Fransico State Univerity. The United States of America: Longman. Darus, Saadiyah., Ching, Khor Hei. 2009. Common Errors in Written English Essays of Form One Chinese Students: A Case Study. European Journal of Social Sciences, Volume 10, Number 2. School of Language Studies and Linguistics: Faculty of Social Sciences and Humanities Universiti Kebangsaan Malaysia. Fauziati, Endang. 2010. Teaching English Muhammadiyah University Press. as a Foreign Language. Surakarta. Fraenkel, R. 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INTI International University (Laureate International Universities); Persiaran Perdana BBN, Putra Nilai, 71800 Nilai, Negeri Sembilan Darul Khusus, Malaysia. Richard, J.C.1971. Error Analysis. London: Longman. Zhang, Meng. 2011. Error Analysis and Interlanguage. Focus Vol.1, pp.85-93. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 IMPROVING STUDENTS’ SPEAKING SKILL THROUGH RETELLING TECHNIQUE USING MOVIE (A Classroom Action Research at the Eight Grade of SMP Negeri 2 Grogol In 2013/2014 Academic Year). RIFQI SYAFIATUL HIDAYAH S200140031 ([email protected]) Muhammadiyah University of Surakarta Abstract This research is aimed to find out the improving students’ speaking skill through retelling technique using movie and to know the students’ respond toward the implementation of retelling technique using movie in speaking class. This research was a classroom action research. In collecting the data, the researcher applied several techniques including observation, interview, questionaire and test. Quantitative data is analyzed using a comparative descriptive analysis by comparing the pre-test score and the pos-test score, meanwhile the qualitative data were analyzed using data reduction, data serving and taking the conclusion. The result of the research shows that: Retelling technique using movie can improve students' speaking skill, which covers some aspect: ideas, opinion, content, language and delivery. The improvement can also be seen from their result of post test. The mean score of pre test is 4.59, then increase to 5.91 in post test of cycle 1 and become 7.07 in post test of cycle 2. On the other hand The students' respond toward implementation of retelling technique was positive respond. 79% students like the implementation of retelling technique in English class. Keywords: Speaking Skill, Retelling technique, Classroom Action Research. A. INTRODUCTION English as major international language has been used and spoken by people in the world for a long time. It is why English become one of important requirement to get certain jobs or scholarships especially in Indonesia recently. If people cannot master English properly, they will not be able to get it. On the other hand, people need skill to support their ability. There are four skills such as; listening, speaking, reading and writing that are thought in English. Speaking skill is the skill of human to speak, such as deliver the message by using the speech organ or expressing something. There are many of the way to increase the speaking skill such as use role-play, drama, debate, speech contest, etc. (Mead, Nancy A. and Rubin, Donald L:1985) According to Yorkey (1990) Speaking is very important part in studying English. People need to speak in order to communicate each other and make a good communication”. Because of speaking is the important skill, Indonesian government states that English becomes the first foreign language in the country. Therefore, English is taught as a compulsory subject for the students in Junior High School up to University. English for junior high school based on KTSP curriculum has purpose to construct and to communicate language both oral and written in order to face technology development in global era. The basic competence of speaking in KTSP curriculum is to express meaning in spoken even formal or informal form in the interpersonal and transactional text on the 106 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 107 recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, and review text in the daily context. This research is conducted in SMP N 2 Grogol, one of the state’s senior high school in Grogol. Based on the observation and interview that was done in pre-research found that SMP N 2 Grogol is the favorite government senior high school in Grogol. It could be seen from registrants that increase continually since born until now and the registrants number always over from the quota. From the facilities, this school has well facilities that support teaching and learning process. Based on the observation and interview that was done in pre-research; found that the students’ speaking skill was low. This could be observed in the speaking class. The students’ motivation to follow speaking class activity was low. The students were not enthusiastic and interested in learning English. Moreover, the students look like sleepy and bored during the lesson. Most of student afraid to speak up in the class. They found the difficulties in pronounce the words. The students also tended to be passive during the teaching and learning process. On the other hand, that students’ speaking skill was low, it can be seen from the rate score of the speaking test. The students’ mean score was 4.59 for the second grade. The standard score in SMP N 2 Grogol is 70 for this year. The students in the first grade until third grade of SMP N 2 Grogol have the same problem about speaking, so that the writer decided to conduct the research in order to improve students speaking skill. Technology is important and interesting for people around the world, more over teenagers who always spent their time used technology in global era. From the researcher’s observation, the method and the technique that used by the teacher cannot be accepted by the students in the class. Based on Brown (in Fauziati, 2010: 45), in curriculum practice, a distinction has been drawn between the activities which focus on products and process. Whereas speaking, a product oriented approach focuses on the end result of the learning process that is what the learner is expected to be able to do as a fluent and competence user of language. Storytelling technique has been known as one of teaching activities in second or foreign language classes. One of the reasons is because it relies so much on words, offering a major and constant source of language experience for children (Wright, 1995 in Xu, 2007). In addition, stories themselves can be considered language treasures to use as models of language for students of different levels and ages. Kalmback (1986) in Stoicovy (2004) states that retelling is a process of rememorizing what we listened to and read. Further, Stoicovy states that in relation to language teaching, retelling technique can be used as a way to promote students’ comprehension and understanding of discourse. Stoicovy (2004) also points out that based on several studies, retelling has positive influence in language learning as it improving students’ skill in rearranging information from the text that they have read. In addition, Brown & Cambourne (1987) mention that during the retelling process students apply and develop their language knowledge through the internalization of the texts’ features. Retelling helps teachers identify the level of students’ comprehension of what they listen to or read. In addition retelling is a common way that many people use as part of their communication. To overcome the difficulty in using the target language, telling stories is one of the recommended techniques which can help language learners in improving his knowledge of vocabulary, grammatical structures, and pronunciation. Moreover stories provide various topics for learners to begin a conversation with others (Deacon and Murphey, 2001). 108 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 Based on the arguments for the positive influence of retelling in language learning, we decided to see the influence of retelling of students’ speaking skill by conducting this research. B. REVIEW OF RELATED LITERATURE 1. Speaking Skill Any language can be acquired if one develops four basic skills in that language i.e. listening, speaking, reading, and writing. Listening and speaking are interactive processes that directly affect each other. Speaking is an expressive language skill in which the speaker uses verbal symbols to communicate, while listening is a receptive language skill, which involves the interpretation of those symbols into meaning. Writing is also expressive language skill in which the writer uses written symbols to communicate, while reading is a receptive language skill which involves the interpretation of those symbols into meaning. Brown (2004: 140) defines speaking as a productive skill that can be directly and empirically observed those observations are invariably colored by the accuracy and effectiveness of a test-takers listening skill, which necessarily compromises the reliability and validity of an oral production test. From those statements above, the writer can conclude that speaking is an activity involving two or more people in which the participants are both the listeners and the speakers having to act what they listen and make their contribution at high speed. To most people, mastering the art of speaking is the most important aspect of learning a second or foreign language, and success is measured in terms of the ability to carry out a conversation in the language. Moreover, Nunan (1998: 26) states that speaking is a process consisting of short, often fragmentary utterance in range of pronunciation. Correct pronunciation delivers the correct message for the listeners. The pronunciation should be supported by the proper stress and intonation. In other hand, Mead and Rubin (1985) say that speaking is an interactive process in which an individual alternately takes the roles of speaker and listener, and which includes both verbal and nonverbal component. Based on the definitions above, it can be concluded that speaking is a creative process which deserves attention in what the speaker’s saying in range of pronunciation including stress and intonation. 2. Retelling Kalmback (1986) in Stoicovy (2004) states that retelling is a process of re-memorizing what we listened to and read. Further, Stoicovy states that in relation to language teaching, retelling technique can be used as a way to promote students’ comprehension and understanding of discourse. Stoicovy (2004) also points out that based on several studies, retelling technique has positive influence in language learning as it promotes students’ ability in rearranging information from the text that they have read. 3. Narrative Text Narrative is one of the genres taught in junior high school. This genre is presented to develop the four skills of language, listening, speaking, reading and writing. In this study, the text was used to develop students‟ speaking competence. The purpose of the text is to amuse people. To facilitate students to gain spoken narrative text competence, a teacher has to introduce the structure of a narrative text first before asking them to express their ideas, imagination and creativity. The structure of narrative text consists of a beginning Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 109 (orientation), middle (complication and series of events), ending (resolution) and a reorientation (optional). A narrative text is constructed not only by following a particular structure but also language features. Derewianka (1995) states the language features of the text as follows: (1) Specific, often individual participants with defined identities. Major participants are human, or sometimes animals with human characteristic. (2) Mainly action verbs [material processes], but also many verbs which refer to what the human participants said, or felt, or thought [verbal and mental processes]. (3) Normally past tense. (4) Many linking words to do with time. (5) Dialogue often included, during which the tense may change to the present or future. (6) Descriptive language chosen to enhance and develop the story by creating images in the reader’s mind. (7) Can be written in the first person (I,we) or third person (he,she,and they). 4. Media Various media like story books, cassette, films, the Internets and others can be employed for teaching narrative texts to develop students’ language skills. In this study, the media chosen to meet the purposes are animated films. Harmer (2002) states the advantages of films/video as teaching media as follows: (1) seeing language – in use: one of the main advantages of video is that students do not just hear language, they see it too. This greatly aids comprehension, since for example, general meaning and moods are often conveyed through expression, gesture and other visual clues. Thus, we can observe how intonation can match facial expression. All such paralinguistic features give valuable meaning clues and help viewers to see beyond what they are listening to, and thus interpret the text more deeply. (2) Cross-cultural awareness: video uniquely allows students a look at situations far beyond their classrooms. This is especially useful if they want to see, for example, typical British, body language when inviting someone out, or how Americans speak to waiters. Video is also of great value in giving students a chance to see such things as what kinds of food people eat in other countries, and what they wear. Films are not only useful to introduce a foreign language to students but also to provide them with valuable cultural information. The introduction of both the language and the culture where the language is applied can be meaningful experience for students for later use in real interaction in global society outside the classroom. 5. The Retelling Technique in Class There many techniques to improving students’ speaking skill. We used retelling technique using movie to improve students’ speaking skill of students VIII A of SMP N 2 Grogol on this study. It can do by helping student mind concept about the theory bellow: 1) Explain that the purpose of retelling is to recreate, as close as possible to the original, something that has been read (or heard, or viewed). Remind students how they engage in retelling when they talk about a favorite book, movie, or event. 2) Model a retelling with a short selection. If the selection is familiar to the students, they will be able to make comparisons between the original and retold version. 3) After the retelling, discuss what they heard. Talk about and list the elements of a retelling. Record these on chalkboard, chart, or overhead. 4) Guide students in a retelling by providing them with a short selection to read. After reading, have them prepare for their retelling by referring to the recorded information. Students can be paired for practice. The listener cues in to the recorded elements that were listed. The listener then provides the re-teller with feedback. Students then switch roles. 110 C. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 METHODOLOGY 1. The Research Design This research is classroom research with two cycles. Classroom research is a form of self-reflective enquires undertaken by participants. The participants are teachers and students. The purpose of the classroom action research is to provide educational practitioners with new knowledge and understanding, enabling to improve educational practice or resolves significant problems in classroom. When there is no improvement after giving the treatment, the teacher can give more treatments until the teacher sees a good improvement. Action research has been developed by Kemmist and McTaggart (in Burns, 2010:7-9), action research typically involves four broad phases in a cycle of reseach, and they are; (1) Planning, we prepare everything related to the action that will be implemented, like: making lesson plan and designing the step in doing action, preparing materials, preparing sheet for classroom observation to know the situation of teaching and learning when the method is applied, preparing teaching aids, preparing test (2) Action, we implemented the teaching and learning speaking through retelling technique using movie. The research was done in two cycles. Every cycle have three meetings. (3) Observing, This phase involves the researcher and the collaborator were observing systematically the effects of the action and documenting the context, actions and opinions of those involved. (4) Reflecting, in this phase, the researcher who helped by the collaborator reflect on, evaluate and describe the effect of the action in order to make sense of what has happened and to understand the issue that researcher has explored more clearly. The researcher also made an evaluation based on what she has observed to find the weakness of the teaching activity having been carried out. The evaluation is the basic consideration to conduct next teaching. Based on the weakness found in the reflecting process, the teacher revises the action plan for the next cycle. 2. The Specific Objective of the Research The specific objective of this research is to find out whether or not the retellingtechnique can improve the VIII A students of SMP N 2 Grogol score in speaking after being taught using retelling technique. 3. The Location and Time of the Research The research was conducted at SMP N 2 Grogol, Sukoharjo in academic year 2013/2014. The school is located at Dukuh Mantung, Sanggrahan, Grogol, Sukoharjo. We conducted the research in VIII A class of SMP N 2 Grogol is started on 1 October, 2013. During research we adjusted the research schedule with the English lesson schedule of this school. 4. The Subject of the Research The subject of the research is the first grade students of SMP N 2 Grogol class VIII A that consist of 32 students. There are 16 boys and 16 girls. This class has various characteristic of the students. Actually, the students of SMP N 2 Grogol have average achievement of English. In fact, the students in this class have many difficulties in listening, reading and especially in speaking. It can be seen from the score of daily test. Almost of students of VIII A get score under standard in speaking test. They afraid to speak and during teaching learning they did not give participate in class. When they asked to come in front of class they rejected, despite they accept they cannot speak anything. On the other hand, the students didn’t enjoy and comfort to follow speaking class. Because there are not other media except book, so they have less attention to their teacher and the English material. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 111 5. The Technique of Collecting Data To collect the data, we provided the subjects a short narrative movie to re-tell. Firstly the students watched the short movie twice. Then, they had a few minutes to write down what the story on their own words. After, they practice to retell in paired so that they can remember their story. The next phase, every students retelling in front of the class randomly.While retelling, each students’ performance was recorded. This recording was then investigates and analyzed to students’ out the speaking fluency and the students’ accuracy. The last step was to ask testimony and interview to all of the students to discover the use of speaking strategies in the retelling process. We gave a total of two kind movies when we conducted the treatments.The procedure of retelling in the treatment period was similar to that in the pre-test and the post-test. The data were analyzed by calculating the mean scores of the pre-test and the post-test. After the result was obtained, we used a test of correlation. It was used to find out whether the retelling technique affected the students’ speaking fluency significantly.Two raters did the scoring of the tests in order to achieve interater reliability.Moreover, the data from the interview and testimony were also analyzed to know the respond of the students toward speaking strategies applied during the process of retelling the story. 6. Data Scoring Scoring data is done by giving a score to each student’s performance retelling about narrative story. The purpose of scoring data is to know the students’ development in narrative text before and after treatment given by the researcher. The following criteria of scoring speaking skill of oral test based on Penny Ur (1996) as follows: Accuracy - Little or no language produces. - All mistake in pronunciation as it cannot be understood. - Poor vocabulary which makes it quite difficulties to understand the sentence, misused of words. - Mistakes in basic grammar many mistake in pronunciation often asked to repeat. - Adequate but not rich vocabulary. - Occasionally grammar slips. - Some mistakes in pronunciation - The vocabulary is more adequate - Grammar is accepted - Pronunciation clear unless little bit unnatural - Good range of vocabulary - Good grammar - Good pronunciation Point 1 Fluency - Hesitated all the time - Too much saying “ummmm” nothing communication - Even not sure to speak and stops to speak because of limited language use. - Language use sometimes difficult to understand. 2 3 4 5 - Get ideas across but hesitantly and seems to finish the speech immediately and brief. - Almost effective communication and quite natural. - Effective communication and natural. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 112 D. FINDING AND DISCUSSION 1. Findings In this part, the findings found in each cycle will be presented. a. Pre Cycle This cycle was conducted before the research. A test was conducted to know the students’speaking skill. The scoring was done using the speaking scoring rubric with the assessment of accuracy and fluency aspects. The table below shows the results of the speaking test in the pre cycle. No. 1. 2. Aspect Accuracy Fluency AVERAGE The Mean of Pre-test Score 2, 09 2,38 4,47 Based on the data presented through the table above, it is found that two average scores still far from passing grades. These facts show that students’ competence of the two aspects is still low. Another fact shown through the table is that the average score for speaking did not gain the passing grade, either. The speaking average score is 4,47, while the passing grade is 3.00. The facts described previously motivated me as an English teacher to facilitate the students to gain better competence. To realize this, I applied retelling technique through movie. b. First Cycle Having found students’ weaknesses, I conducted the research by retelling technique during the action in the classroom. The results of the research in the first cycle are presented as follows. According to the data, it is found that 2 average scores almost gain the passing grades. The mean score of accuracy is 2.94, while the passing grade is 3.00. There are 15 (58%) students gaining the passing grade, while 11 (42%) students failed. The average score of post test I is 5.91, while the passing grade is 5.0. There are 20(77%) students could gain the passing grade, while 6 (23%) students failed. Again, students still found problems in applying correct grammar in presenting the spoken narrative text. This influenced their speaking skill. No 1 2 c. Aspect Accuracy Fluency AVERAGE Post-Test cycle I 2,94 2,97 5,91 Second Cycle No Aspect 1 Accuracy 2 Fluency AVERAGE Post-Test cycle II 3,43 3,63 7,07 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 113 The data found in the second cycle are presented through the table above. Based on the data, it is found that all assessment scores have gained the passing grades. The average score of Accuracy is 3.43, while the passing grade is 3.00. There are 26 (87%) students gaining the passing grade, while 23%failed. The average score of Fluency is 3.63, while the passing grade is 3.00. There are 30 (92%) students reach the passing grade, while 2 (8%) failed. 2. Discussion After the pre-test, post test of cycle I and post-test of cycle II were given, we had the overall scores of retelling performed by the participants along with the calculation of the mean scores. Table 1. Overall Scores of Pre-Test and Post-tests Sub cycle Kind of test Mean of the students’ score Increasing score Observation Pre Test Cycle I Post Test I Cycle II Post Test II 4.59 5.91 7.07 1.32 1.16 3. Data Analysis We arrange the data into a table which shows the number. This is to show whether the retelling techniques given during the treatment gave a significant effect to the participants’ speaking skill. Table 2 contains amount of the students’ speaking score in the pre-test. It shows that almost 26% of the students were good at retelling the story. This was proven by the speaking average score is 4.59. Table 2. The Amount of the Students’ Speaking Score in Pre Test The amount students in accuracy aspect 10 Students 9 Students 13 Students - SCORE 1 2 3 4 5 The amount students in fluency aspect 6 Students 10 Students 14 Students 2 Students - Table 3 comprises amount of the students’ speaking score in the post test. It shows the increasing percentage student in speaking skill. In this phase almost 34% of the students were good at retelling the story. This was proven by the speaking average score is 5.91. Table 3. The Amount of the Students’ Speaking Score in Post-test I The amount students in accuracy aspect 12 Students 10 Students 10 Students SCORE 1 2 3 4 5 The amount students in fluency aspect 9 Students 16 Students 6 Students 1 Students 114 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 Table 4 contains amount of the students’ speaking score in the pre-test. It shows that almost 68% of the students were good at retelling the story. This was proven by the speaking average score is 7.07. Table 4. The Amount of the Students’ Speaking Score in Post-test II The amount students in accuracy aspect 1 Students 13 Students 12 Students 4 Students SCORE 1 2 3 4 5 The amount students in fluency aspect 4 Students 13 Students 9 Students 4Students From the scores of the pre- and post-test I, we conducted a post-test II to see whether significant difference exists in this study. We came up with the final conclusion that the retelling technique given during the treatment period had a significant effect on the students’ speaking skill. Some aspects in speaking will be discussed in accordance with the students’ progress in retelling the story. The first criterion is accuracy. In the pre-test, for example, the sixth participant misunderstood the story. Instead of saying “He was not very happy”, she said “He was very happy”. This was fatal, for it changed the content of the story. However, the implementation of retelling technique could reduce the mistake. This was apparent in the transcript of the post test done by the first voluntary students came in front of the class. In the pre-test, the students could only deal with less than 24% of the whole story, whereas, in the post-test, he was able to finish the story. Fluency is also of importance. This aspect became a consideration when the participants’ speaking fluency was assessed. The increase on vocabulary can be seen clearly as all participants showed good progress in retelling the story. Some participants have successfully applied words different from the original text but had similar implied meanings. Generally, the strategies used by the students in retelling a story began with rewriting the text by deleting some unknown words, then memorizing it. When they had trouble recalling the words in their draft, they tried to continue the story in some ways: by skipping the forgotten words, or trying to speak in a halting manner. We argue that what they have implemented is part of strategic competence that they use to negotiate the content of the story. This is in line with the definition of strategic competence as the ability to use strategies such as paraphrasing, repetition, avoidance of the unfamiliar words or terms, and word guessing (Savignon, 1997). From the abovementioned discussion, we come up with a conclusion that the research subjects or the participants have applied various strategies in the retelling process and those strategies are able to help them speak fluently. E. CONCLUSIONS AND SUGGESTIONS Based on the research findings, we draw some conclusions as follows. Retelling is considered a technique which can be applied to improve students’ speaking skill. This is indicated a number of statistical data, First, all of the participants produced higher scores in the post-test than those in the pre-test. Second, before the participants used the technique of retelling, the mean score was 4.47, and after the treatment was given to the participants, the mean score was 5.91. Third, the second post test score was 7.07. This score was higher than the pre-test and first post test. This shows that the treatment given to the students of eighth Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 115 grade in SMP N Grogol affects their speaking skill significantly. In addition, the study revealed some findings regarding theVIII A students’ retelling.Before applied retelling technique the students were passive in class. Second the students did not have motivation to join in class. The third the students have difficulty to express their idea through speaking because the students lack vocabularies. The last most of students lack confidence.After we conducted the research we found the improvement at first the students made some notes in which there were a list of words, phrases, or simple sentences used as a speaking guide. It impacts the student brave and confident to speak up. Secondly, the students can increase their vocabulary through implementing retelling technique. In accordance with the previous conclusions, we suggest some points for the improvement of speaking skill of VIII A students. First, the English teacheris expected to implement the retelling technique more often than usual in order to develop students’ speaking skill. Second, the students themselves need to actively collect short stories to retell in or out-side the class. This is advised to be done in pairs or groups. The last suggestion is for researchers to carry out further research that may study the aspect of techniques or methods on students’ speaking skill. Further studies should involve a bigger number of research subjects, be carried out in a longer time frame and consider the length of the text as well as the proficiency level in order that the more valid and the general findings can be gained. REFERENCES Brown, H., & Cambourne, B. 1987. Read and Retell. Portsmouth: Heinemann. Brown, H. Douglas. 2004. Language Assessment Principles and Classroom Practices. New York: Pearson Education,Inc. Burns, Anne. 1999. Collaborative Action Research for English Language Teacher. Cambridge: Cambridge University Press. Deacon, B.,& Murphey, T. (2001). Deep Impact Storytelling. Forum, Vol. 39, No.4. Retrieved 16 April 2008 from http://exchanges.state.gov/forum/vols/vol39/no4/bio Fauziati, Endang. 2010. Teaching English as a Foreign Language. Surakarta: Era Pustaka Utama. Lindsay, C.,& Knight, P. 2006. Learning and Teaching English. Oxford: University Press. Nunan, D. (1998). Second language teaching and learning. Boston: Heinle & Heinle. Savignon, S. J. 1997. Communicative Competence: Theory and Classroom Practice (2nded.). Sydney: The McGraw Hill Companies. Stoicovy, C.E. (2004). Using Retelling to Scaffold English Language for Pacific Island Students. The Reading Matrix, Vol.4, No.1, April 2004. Retrieved 16 April 2008 from http://www.readingmatrix.com/articles/stoicovy/index.html Xu Jianing. (2007). Storytelling in EFL Classroom. The Internet TESL Journal, Vol. XIII, No. 11, November 2007. Retrieved 21 November 2009 from http://iteslj.org/Techniques/Jianing-Storytelling.html Yorke, R.C. (1990). Study skill for students of English as a second language. New York: MC. Grow Hill. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 DEVELOPING SUPPLEMENTARY ENGLISH MATERIAL BASED ON PROJECT-BASED LEARNING FOR NURSING STUDENTS OF MEDICAL DEPARTMENT OF SMK CITRA SEMESTA INDONESIA YOGYAKARTA Hikmah Pravitasari Magister of Language Study Muhammadiyah University of Surakarta Jl. A. Yani Pabelan Kartasura Tromol Pos I Surakarta 57102 Phone (0271) 717417 psw 159 Phone/Fax (0271) 730772 [email protected] 087738966065 ABSTRACT This research aims at developing Supplementary English Material to fulfill the students’ need toward the material at vocational high school using Project-based Learning (PBL). It was conducted to investigate (1) the quality of the existing course book used in vocational high school, (2) the development of the Supplementary Project book in SMK Citra Semesta Indonesia Yogyakarta. This research was categorized into Research and Development (R & D). It was conducted in two steps, they were exploration and development. The exploration step revealed: (1) the description of the existing course book used in vocational high school and (2) the need analysis of the ESP learning material. While the development step explained: (1) the description of the draft of supplementary project book, (2) the result of the trial of the draft, and (3) the final draft of supplementary project book. The data in the exploration stage were collected through conducting document analysis, observation, questionnaire, and having interview. It was carried out to reveal the quality of existing course book used at vocational high school and the learner’s need toward material. The findings show that the course book used at the vocational high school students contains general English material and it is less specific to be used for the students of nursing skill program. Hence, the findings imply the supplementary project book was needed to be developed by considering the need of the teacher and the students. The supplementary project book was developed by considering some aspects. It contains theoretical theories of ESP and PBL. Then, it was validated and reviewed by some experts on English language teaching and implemented in class. Through conducting observation, distributing questionnaire, and having focus group discussion that involved the researcher, the teacher, the expert, and students, the draft was revised to be the final draft of supplementary project book. Therefore, after going through the stages, it could be said that the draft is feasible to be applied as supplementary material to teach students of nursing skill program in vocational high school. It is expected that the book can give some contribution and improvement for English teaching and learning. Keywords: ESP, R&D, PBL, Supplementary, Vocational School 1. INTRODUCTION In Indonesia, there are several medical schools and colleges which treat their students become a professional nursing. In this research, the researcher focuses on the senior high school level especially in vocational high school which learns English as specific purposes. 116 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 117 Medical Department is one of the departments in Vocational School. The department also prepares the learners to compete in medical services especially in nursing field. Medical Department focuses in preparing the students to have abilities in science and art. To support their abilities, the students need English language learning especially English nursing skill program. The English nursing skill program is really important for the students. Actually, there are some components which influence teaching and learning process. One of the components is learning materials. The aim of vocational school is providing the students for the work area. For that reason, students of vocational schools need English for Specific Purposes (ESP) to provide the next step for getting the job. In practice, there are variants of English use, depending on the specific purposes. This specification of English use will help learners to master English as well as what they need in term of specific purpose that they have. English is one of the compulsory subjects that have to be taught for vocational high school. As stated in the Rule of Minister of National Education No. 22 year 2006, English is an adaptive lesson which is aimed at preparing the students with English communication material context which is needed for their skill program in written or spoken form. Consequently, the teachers should plan, conduct, and manage the learning of English in order to meet their specific needs. SMK Citra Semesta Indonesia Yogyakarta is one of the vocational high schools in Yogyakarta that focuses on medical subjects which have two major programs, pharmacy and nursing. Nursing skill program become the last choice by the students after they are not accepted in the pharmacy program, despite the input of nursing skill program is higher than the pharmacy program. Recently, there are many English course books for the students of vocational high schools. Some books that are often used by English teacher are Global Access, English for Vocational High School, Interchange, and Get Along. Each of them promotes different approach and also interesting topic and display. Although there are many course books published with different kinds of approach offered, language practitioners should choose the best and standard books based on the students’ need. According to Cunningsworth (1995: 1517) there are several guidelines for standardize course books used in the classroom. First, course books should correspond to learners’ needs. They should match the aims and objectives of the language-learning programme. Second, course books should reflect the uses (present or future) which learners will make of the language. Select course books which will help to equip students to use language effectively for their own purposes. Third, course books should take account of students’ needs as learners and should facilitate their learning processes, without dogmatically imposing a rigid method. Fourth, course books should have a clear role as a support for learning. Like teachers, they mediate between the target language and the learner. By doing the observation and informal talk with the English teacher, it was found that in this school only used one book which designed by LP2IP Yogyakarta for all skill programs. The book is “English for Vocational Schools” which has three levels; novice, elementary, and intermediate. The novice level was designed for first grade, elementary level for second grade, and intermediate level for third grade. This book has a series, book A and B for every level. Each series designed for one semester. But the teacher only used one series (book A) in all classes, included nursing class, because every book has many materials which should be learn, but the students cannot reach them all in two semesters. Based on analysis on this book, it is found that the input text and language context has not matched with the nursing skill program, the content used English in general topics and the language are very high for the students’ level of English in grade X of English for nursing class in SMK Citra Semesta Indonesia Yogyakarta. The teacher finds some difficulties in using the book, so they make focus learning material and drilling vocabulary in the first meeting. It becomes the reason why 118 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 the students of nursing skill program, especially in English for nursing class need additional specific English learning material in more simple content which can guide the students to improve their English. THEORETICAL REVIEW There are three major theories which used to construct and analyse the research finding, such as English for Specific Purposes (ESP), Project-based Learning (PBL), and Material Development. 2. a. English for Specific Purposes (ESP) Teaching ESP is aimed at developing students’ skills of professional communication in English depending on the area of their professional field. It means that such teaching should be connected to students’ particular specialization. Therefore, English for specific purpose includes specialized programs which are designed to develop the communicative use of English in a specialized field of science, work, or technology. Hutchinson and Waters (1987: 8-9) defined that ESP is an approach to language learning which is based on learner‘s need which means that all contents and methods are based on the needs of the students. In addition, Hutchinson and Waters (1987: 25) proposed that there are two basic needs of ESP students: target needs and learning needs. Target needs can be perceived by necessities, lacks, and wants. Necessities are the types of need determined by the target situation, that is, what needs they have to know in order to function effectively in the target situation. In contrast, lacks are the gaps between what the learner already knows and the necessities. If necessities are the standards to be achieved by the learners and lacks are the gaps between what they have to achieve and what they do not have, hence, wants are the goals that the learners are going to themselves. If Hutchinson and Waters (1987: 26) defined lacks asthe starting point, necessities as the destination, and wants as what the destination should be, they consider learning needs as the route to get these three to complete each other. If target needs can be seen by analyzing the target situation, hence, learning needs must be seen in the process of learning. b. Project-based Learning (PBL) Project-based Learning is a comprehensive instructional approach to engage students in sustained, cooperative investigation (Branford & Stein, 1993: 1). Within its framework students collaborate, working together to make sense of what is going on. Students pursue solutions to non trivial problems by: (1) asking and refining questions; (2) debating ideas; (3) making predictions; (4) designing plans and/or experiments; (5) collecting and analyzing data; (6) drawing conclusions; (7) communicating their ideas and finding to others; (8) asking new questions; and (9) creating artifacts (Blumenfeld et al., in Branford & Stein, 1993: 2).In this research, the researcher will use Problem-based Learning in developing English materials for second grade students of English Nursing skill program in Medical Department SMK Citra Semesta Indonesia Yogyakarta. Using PBL approach will help the students to improve their English as preparation skill in their future occupation. c. Material Development Learning material is one of the important factors in most language programs.In practice, it focused on evaluation, adaptation of published materials and creation (development of teaching materials by teacher in line with the existing syllabus). According to Richard (2001: 252) says that materials are anything that serves primarily to supplement the teacher’s instruction. The aids used by the teachers and students supporting the teaching Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 119 learning process called as the materials.Material development is about making preparation of effective teaching materials which is similar to the processes involved in planning and teaching the lesson and it is aimed to design and create materials which can be reference and resource for effecting learning (Richard: 2001; 262). While Nunan (1989: 208) defined material development as a process of procedures cover selecting, adapting, and creating of teaching materials. Tomlinson (1998: 85) insists that materials development refers to anything which is done by writers, teachers or learners to provide sources of language input and to make use of those sources in ways which maximize the likelihood of intake: in other words the supplying information about and/or experience of the language in ways designed to promote language learning. 3. RESEARCH METHOD Research methodology consists of two parts, namely research design and research procedure. The research procedure explains the detailed procedure in exploration stage and developing stage. a. Research Design The topic of this research is Developing Supplementary English Material based on Project-based Learning for Nursing Student of Medical Department of SMK Citra Semesta Indonesia Yogyakarta. Gall and Borg (2003: 569) stated that R&D is an industy-based development model in which they are systematically field tested, evaluated, and refined until they met specified criteria of effectiveness, quality, or similar standards. In line with this, Sugiyono (2013: 297) states that research and development (R & D) is a research method used to produce a product and examine the effectiveness of the product. It is aimed to help teachers and students to get the best educational product. From the description, it can be seen that there are some stages in the research that should be done by the researcher, namely designing, field testing, evaluating, and refining. Based on the aim of this study, this study is classified as a Research and Development (R & D). The aim of this research is to develop an instructional project book which guides the students to make some individual or group projects using Project-based Learning approach in medical school. In this research, the product is developed by considering to the strengths and weaknesses of existing learning material or textbooks and some related theories in order to produce an appropriate material based on vocational school context. In developing it, the use of Project-based Learning and English for Specific Purposes will be explored much more. There are two stages in this research, namely exploration and development. Each stage has different steps and purposes. b. Research Procedure The aim of educational research and development in this study is validated, field-tested and evaluated and refined the educational products in supporting teaching and learning process. Within this research, there will be a process to develop and validate products as stated in Borg and Gall (1983: 772). The steps of this process are usually referred to as the R&D cycle. In order to create the effective products, some experts provide the models in some cycles. Such simplification is termed by Borg and Gall (1983: 792). They state that for thesis and dissertation, it is best to undertake a small-scale project and to limit development to just few steps of the R&D cycle. It means that the implementation can be adjusted based on the condition. Because all of steps need more time in conducting the research and also the cost of capital in producing the product, the researcher uses the small-scale R&D proposed by Borg 120 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 and Gall. In the small-scale, the steps of R&D are divided in two big stages namely exploration and developing stages. The data in the exploration stage will be collected through conducting document analysis, observation, questionnaire, and having interview. 4. RESEARCH FINDING AND DISCUSSION This section focuses on describing the research finding on the exploration and development stage based on the available data. In other words, it presents the solution of the objectives written in the formulation of the problems and discussion based on related theories to clarity the findings. The exploration stage consists of five parts of findings: (1) the analyzing of the existing condition in this case is the description of the existing and quality of course book, (2) the analyzing of syllabus used in nursing skill program, (3) the result of need analysis obtained from questionnaire, interview, observation, and document analysis, (4) product planning, (5) prototype design. The development stage consists of three parts: (1) expert validation, (2) tryout of the product and (3) developing final product. There are two major findings in this research, exploration stage and development stage. Unfortunately the research is still ongoing, in this section the researcher only discuss about the finding in exploration stage which consist of: (1) the analyzing of the existing condition in this case is the description of the existing and quality of course book, (2) the analyzing of syllabus used in nursing skill program, (3) the result of need analysis obtained from questionnaire, interview, observation, and document analysis, (4) product planning, (5) prototype design. 5. CONCLUSION There are many teaching components for the successful of English learning such as method, material, media, teacher, students, etc. All of them become synergy to support each other in the teaching learning process. Course book is one of teaching components that plays important role to provide materials for students which can be used to achieve the goal of English teaching and learning process in the class. Based on the research findings, the researcher found that the course book used in SMK Citra Semesta Indonesia Yogyakarta has not provided appropriate material needed by the vocational students especially for nursing skills program. The English teacher uses English for Vocational Schoolby LP2IP as course book for all skill programs in that school. After the course book was analysed based on some guideline, it was found that the content of book contains general English material and therefore it is not appropriate with the students’ skills program. Based on that problem, there should be an effort to improve the quality of English teaching and learning. Therefore the researcher developed Supplementary Project book as an additional material for first grade students of nursing skills program at SMK Citra Semesta Indonesia Yogyakarta. It was expected that the material can support the existing course book used at that school. BIBLIOGRAPHY Gall, Meredith D & Walter R. Borg. (2003). Educational Research: Seventh Edition. USA: Pearson Education Inc. _____________. (1983). Educational Research: Fourth Edition. NY: Longman Inc. Grant, N. (1987). Making the Most of Your Textbook Essex. England: Longman Group UK Limited. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 121 Hutchinson, Tom & Alan Waters. (1987). English for Specific Purposes A Learning-centred Approach. New York: Cambridge University Press. ___________. (1994). English for Specific Purposes A Learning-centred Approach. New York: Cambridge University Press. Richards, Jack C. (2001). Curriculum Development in Language Teaching. New York: Cambridge Language Education. Richards, Jack C. and Rodgers, Theodore S. (2001). Approaches and Methods in Language Teaching. New York: Cambridge University Press. Sugiyono. (2010). Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta. Sukmadinata, Nana Syaodih. (2012). Metode Penelitian Pendidikan. Bandung: PT Remaja Rosdakarya Offset. Tomlinson, Brian. (1998). Materials Development in Language Teaching. Cambridge. Cambridge University Press. Tomlinson, Brian & Hitomi Masuhara. (2004). Developing Language Course Materials. Singapore: SEAMEO Regional Language Centre. Tomlinson, Brian. (2011). Materials Development in Language Teaching. Cambridge: Cambridge University Press. Wanda, Dessie. (2007). An Investigation of Clinical Assessment Processes of Student Nurses in Jakarta, Indonesia. Unpublished Thesis. Australia: Australian Catholic University. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 Prasangka New York Times terhadap Hamas: Sebuah Analisis Wacana Kritis Syarif Hidayat Universitas Indonesia, Fakultas Ilmu Pengetahuan Budaya, Departemen Ilmu Susastra Depok, Jawa Barat, 16424 E-mail: [email protected] Telp. 081219608003 Abstrak Wacana sebagai sebuah bentuk penggunaan bahasa atau sebuah ide dalam pemikiran tertentu, yang dapat dijumpai di berbagai media, termasuk berita, menjadi sebuah objek penelitian yang menarik dalam ilmu humaniora. Isu yang selalu menjadi perbincangan hangat dalam berita ialah mengenai konflik Israel dan Palestina. New York Times, yang merupakan salah satu media massa di Amerika, selalu aktif memberitakan konflik antara Israel dan Palestina ini, dengan wacananya sendiri. Makalah ini berasumsi bahwa Palestina, yang merupakan negara Islam, dan Islam yang selalu diidentikan teroris oleh Amerika khususnya, akan sangat sulit untuk mendapat dukungan dari media Amerika, seperti New York Times. Makalah ini berusaha menguji keberpihakan New York Times kepada Israel tersebut, dengan menggunakan pendekatan analisis wacana kritis oleh Van Dijk. Dalam makalah ini dipilih dua berita dari New York Times, yang pertama berjudul Israel Says Hamas Was Plotting Terrorist Attacks oleh Isabel Kershner dan yang kedua berjudul Israeli Family attacked in west Bank, and 2 are killed oleh Diaa Hadid. Fokus dalam makalah ini hanya kepada kedua struktur teks berita tersebut. Pada akhirnya, melalui analisis struktur makro dan mikro, yang terdiri dari unsur topik, semantik, sintaksis, stilistik dan retoris berita, terlihat bahwa kedua artikel sangat menyudutkan Palestina, khususnya Hamas. Kata Kunci: Wacana, Berita, Konflik Israel-Palestina, Analisis Wacana Kritis A. PENDAHULUAN Van Dijk (1997) menyebutkan bahwa wacana ialah selalu diidentifikasikan sebagai sebuah bentuk dari pengguanan bahasa, seperti dalam sebuah pidato. Wacana dapat juga diartikan sebuah ide dalam pemikiran di sekolah tertentu, seperti sebuah wacana filsafat modern. Media Massa seperti radio televisi dan internet, dapat menjadi sebuah alat penyampaian wacana, seperti gender, kelas, etnik, dan lain-lain, yang terikat pada sistem sosial atau organisasi (Norman dalam Van dick 2007: 230). Wacana ini tentu saja akan mempengaruhi bagaimana media tersebut menulis atau pun ”berbicara” (Vandick, 2008: 118). Satu hal yang pasti diketahui dari sebuah berita di media masa baik cetak maupun TV ialah adanya sebuah wacana di dalamnya (Van Dijk, 1988: 1). Van Dijk (1988) menemukan sebuah cara baru untuk menganalisa wacana yang berada dalam sebuah berita di media ini, yaitu dengan sebuah pendekatan struktur yang terdapat dalam berita tersebut, meliputi; bentuk gramatikal (fonologi, morfologi, sintak, dan semantik), bentuk kata, gabungan kata, atau kalimat, serta lebih kompleks lagi yaitu koherensi (hubungan antara kalimat), topik, skematik, serta dimensi stilistik dan retorik. Berita baik di media cetak maupun elektronik selalu menjadi sebuah alat untuk menyampaikan wacana atau ideologi tertentu dalam sebuah isu yang ditampilkan dalam isi beritanya. Salah satu isu yang yang terus berkembang dan selalu menjadi bahasan yang sangat menarik untuk diperbincangkan di dalam media massa ialah mengenai polemik antara 122 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 123 Palestina dan Israel. Konflik yang sudah terjadi berabad-abad yang lalu sepertinya memang terus meningkat. Berbagai isu pun berkembang didalamnya, mulai dari masalah agama sampai ke masalah politik. Banyak media massa yang menjadikan konflik Palestina dan Israel menjadi “makanan” dalam beritanya. Dari sekian banyak media tersebut ada beberapa yang pro Israel dan ada juga yang pro Palestina. Salah satu media di Amerika, New York Times, selalu aktif dalam memberikan berita Palestina-Israel ini. Salah satu penelitian oleh Viser (2003) mengemukakan bahwa “New York Times” merupakan media yang Pro Israel. Tetapi dalam analisisnya Viser tidak menggunakan teori Van Dijk, mealinkan sebuah pendekatan kuantitif. Untuk itu, dengan menggunakan analisis wacana kritis Van Dijk, makalah ini akan membuktikan bahwa dalam berita yang diterbitkan oleh “New York Times” terdapat sebuah dukungan terhadap pemerintah Israel. Makalah ini akan meneliti sebuah berita yang diterbitkan oleh “New York Times” yang berjudul “Israel Says Hamas Was Plotting Terrorist Attacks” dan “Israeli Family attacked in west Bank, and 2 are killed.” Jika dibaca sekilas sepertinya akan terlihat bahwa berita ini bersikap netral terhadap konflik palestina-Israel. Namun jika ditelusuri lebih jauh ke dalam struktur berita dan teknik yang digunakan dalam penyampaian berita tersebut, dengan menggunakan teori wacana Van Dijk, akan terlihat bagaimana berita ini sangat mendukung Israel dan menyudutkan Palestina, khususnya Hamas, serta mendiskriminasi Islam. B. KAJIAN PUSTAKA Penelitian dengan menggunakan Analisis Wacana kritis Van Dijk, terhadap media, sudah pernah dilakukan oleh Baidoun (2014) dalam tesisnya. Dalam penelitiannya, Baidoun menggunakan beberapa artikel dari dua media Palestina yaitu Maan dan Alray, serta dua media Israel yaitu Haaretz dan The Jerusalem Post. Hasilnya Baidoun memperlihatkan adanya ideologi yang berbeda dari keempat media tersebut. Berbeda dengan Baidon, penelitian ini akan berfokus kepada media online Amerika, yaitu New York Times C. METODE PENELITIAN Penelitian ini menggunakan metode kualitatif, dengan pendekatan analisis wacana kritis oleh Van Dijk. Analisis Wacana kritis ialah sebuah penelitian analisis wacana yang melihat bagaimana penyalahgunaan kekuasaan dan “pembedaan” dibuat, direproduksi, dilegitimasi dan ditentang oleh teks dalam konteks sosial maupun politik. Analisis wacana kritis sangat berguna untuk memahami, menyingkap dan menentang pembedaan sosial tersebut (Van Dijk dalam Tannen, 2015: 466). Penelitian ini akan berfokus pada teks dari dua artikel berita dari New York Times: yang pertama berjudul “Israel Says Hamas Was Plotting Terrorist Attacks” oleh Isabel Kershner dan yang kedua berjudul “Israeli Family attacked in west Bank, and 2 are killed” oleh Diaa Hadid. Penelitian ini akan memperlihatkan bagaimana prasangka New York Times terhadap Palestina, Hamas dan Islam, serta keberpihakan New York Times terhadap Israel. D. 1. HASIL PENELITIAN DAN PEMBAHASAN Analisis Struktur Makro Headline atau lead sebuah berita dapat mengekspresikan topik utama sebuah berita, yang disebut oleh vanDijk dengan semantic macrostrusture (Van Dijk dalam Tannen, 2015: 473). Headline atau lead, yang menggambarkan wacana umum berita, menjadi bagian yang 124 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 sangat penting karena akan sangat diingat oleh pembaca (VanDijk, 1993: 248). Dalam artikel yang berjudul “Israel Says Hamas Was Plotting Terrorist Attacks”, tema umumnya ialah informasi bahwa Hamas akan melakukan gerakan teror untuk melawan Israel. Topik ini, dengan menggunakan kerangka Van Dijk, dalam teks didukung oleh beberapa subtopik, misalnya dalam artikel ini diberitakan bahwa Hamas merencanakan sebuah gerakan bunuh diri di Tel Afiv. Hal ini didapat dari hasil interograsi seorang tahanan. Sub topik lainnya ialah bahwa Hamas telah memulai serangan bunuh diri sejak tahun 1990an. Ada sebuah mobil yang meledak di Qalqiya yang sebenarnya merupakan sebuah serangan ke Tel Aviv. Dalam artikel berjudul Israeli Family Attacked in West Bank, and 2 Are Killed, topik utamanya ialah adanya serangan terhadap warga Israel yang mengakibatkan dua orang, ayah dan anak, terbunuh. Sub topik dalam berita ini ialah dugaan bahwa penyerangan dilakukan oleh orang Palestina. Sub topik lainnya ialah bahwa penyerangan serupa pernah terjadi dan juga mengakibatkan beberapa warga Israel terbunuh. 2. Analisis Superstruktur Topik berita diatur oleh skema berita yang juga disebut superstruktur (van Dijk: 1993). Skema ini terdiri dari headline dan lead, kejadian utama, latar, reaksi verbal dan juga komentar(van Dijk: 1993). Dalam artikel “Israel Says Hamas Was Plotting Terrorist Attacks (Israel mengatakan Hamas telah merencanakan serangan Teroris)”, jika dilihat dari judul berita terlihat bahwa berita ini mencoba untuk bersikap netral dengan menggunakan kalimat “Israel says”, karena jika berita ini langsung membuat kalimat “Hamas Was Plotting Terrorist Attacks”, maka akan terlihat secara langsung bahwa berita ini menyudutkan Hamas. Dengan menggunakan kalimat majemuk dalam judul “Israel Says Hamas Was Plotting Terrorist Attacks” maka interpretasi pembaca berita dapat bermacam-macam, salah satunya ialah kenetralan dari judul ini yaitu tidak memihak Israel maupaun Hamas. Namun, jika dilihat secara keseluruhan dari isi berita dengan menggunakan analisis Van Dijk maka akan terlihat keberpihakan dari berita ini yang lebih mendukung Israel dan sangat menyudutkan Hamas. Yang pertama ialah dapat dilihat dari lead yang digunakan dalam berita ini; “JERUSALEM, April 10 — Recent interrogations of arrested members of Hamas in the West Bank town of Qalqilya produced information that the Islamic organization there was planning imminent terrorist attacks against Israel, including one using a large truck bomb, the Israeli Shin Bet internal security service said Tuesday.” Dari lead ini dapat terlihat bahwa wartawan langsung menyerang Hamas dengan mengungkapan bahwa ada seorang anggota Hamas yang ditangkap “arrested members of Hamas. Penggunaan lead ini dalam sebuah berita akan langsung mencitrakan Hamas yang buruk. Selain itu, penggunaan kata “Islamic organization” dan “planning imminent terrorist attacks” juga sepertinya ingin mengaitkan isu ini dengan Islam sebagai penyebar teror. Dalam artikel “New York Times” oleh Kreshner ini, ada beberapa komentar tokoh seperti; “In the wake of the Shin Bet statement, David Baker, an official in the office of Israel’s prime minister, Ehud Olmert, said Hamas “continues to target Israeli civilians.” ...“Terrorism is a cornerstone of the new Palestinian government, a government that should be shunned,” he said.” Dengan memasukan komentar ini, wartawan sepertinya ingin menarik simpati pembaca, yang mana komentar dari perdana menteri Israel ini menyebutkan bahwa Hamas melanjutkan menjadikan penduduk Israel sebagai target. Dan juga artikel ini menyebutkan adanya pemerintahan baru Palestina sebagai teroris. Komentar tokoh ini juga terlihat sangat menyudutkan pemerintahan Palestina. Dan dari kesimpulan wartawan, dari komentar ini, yang Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 125 menyatakan bahwa ada sekelompok garis keras Hamas yang terus bergerak dalam aksi teror sepertinya justru menyalahkan pemerintahan Hamas yang membiarkan aksi ini terjadi dan secara tidak langsung wartawan juga ingin menyatakan bahwa Hamas bertanggung jawab atas aliran keras tersebut. Dalam artikel berita lainnya yang berjudul “Israeli Family Attacked in West Bank, and 2 Are Killed,” terlihat adanya penggunaan kalimat pasif. Kemungkinan ada beberapa alasan penggunaan kalimat pasif ini. Pertama ialah pelaku dari tindakan penyerangan yang tidak diketahui. Kedua ialah berita ini ingin menekankan apa yang terjadi dengan subjek, yakni keluarga Israel yang terbunuh. Begitu pun yang dilakukan dalam lead berita tersebut; An Israeli father and son were killed and five other members of their family were wounded in a drive-by shooting near a Jewish settlement in the occupied West Bank on Friday. Sampai di sini berita ini terus menekankan keluarga Israel sebagai “korban”. Yang menjadi masalah ialah bagaimana artikel ini memasukan pendapat pihak berwenang Israel yang menduga bahwa pelaku penyerangan ialah orang palestina: “who they believed were Palestinian”. Pembuatan kalimat majemuk ini jelas merupakan penambahan informasi wartawan, yang pada akhirnya “menuduh” orang palestina sebagai pelaku penyerangan. 3. Analsis Struktur Mikro Van Dijk (2014: 80) menyatakan bahwa: “There are potentially a very large number of discourse structures that could be manipulated in experiments: phonological and visual (oral vs. written, picture, etc.) structures, syntactic structures (e.g., word order, sentence complexity, active vs. passive sentences, pronouns), lexicon (easier or more dificult words), propositional structures of meaning, semantic relations between propositions, implicitness vs. explicitness, presuppositions, foregrounding and backgrounding, degree of detail (granularity), types of person, event and action description, levels of description (general vs. specific), conventional schemas (e.g., narrative, argumentative), rhetorical structures (hyperboles, euphemisms), style and register, speech acts, conversational strategies, and so on.” Dari kutipan di atas dapat terlihat bahwa struktur mikro dapat terdiri dari aspek semantik (berhubungan makna, implisit atau eksplisit), sintaksis (bentuk kalimat, seperti aktif atau pasif), stilistik (penggunaan kata) dan retoris (seperti hiperbola, metafora). Dalam artikel berita yang berjudul “Israel Says Hamas Was Plotting Terrorist Attacks”, melalui latar yang ditampilkan dalam berita oleh wartawan, akan terlihat bahwa wartawan ingin membawa pandangan pembaca menuju kepada Israel sebagai korban teror dan Hamas sebagai pelaku Teror. Latar yang diberikan dalam berita ini ialah bahwa memang ada informasi dari seorang tahanan yang merupakan anggota Hamas bahwa Hamas akan melakukan serangan teror terhadap Israel termasuk diantaranya ialah dengan menggunakan truk yang berisi bom. Hal ini diperoleh dari badan intelejen Israel. Latar yang digunakan oleh wartawan ini sepertinya sangat mendukung pemerintah Israel, yang sepertinya menjadi korban dari gerakan teror Hamas. Wartawan sepertinya ingin mengajak pembaca untuk mempercayai informasi yang didapatkan oleh pemerintah Israel yang bersumber langsung dari seorang tahanan yang merupakan anggota hamas. Secara tidak langsung Latar ini juga sangat menyudutkan Hamas. Dengan menyebutkan bahwa organisasi Hamas merupakan organisasi Islam, Latar ini juga sangat memarjinalisasi Islam, di mana organisasi Hamas yang merupakan organisasi Islam diartikan sebagai organisasi Teroris. Penyudutan terhadap Hamas juga dipertegas dengan Latar lainnya yaitu yang menyebutkan bahwa Hamas ialah pendukung di baris depan terhadap bom bunuh diri Palestina di Israel sejak tahun 1990an. Latar waktu ini sepertinya menunjukan penyudutan terhadap Hamas yang dianggap bertanggung jawab atas semua peristiwa bom bunuh diri di Israel. 126 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 Berikutnya dari cara wartawan menampilkan detail dalam berita ini sepertinya juga terlihat dukungannya terhadap Israel dan penyudutannnya terhadap Hamas. Detail-detail yang akan menumbuhkan simpati terhadap Israel dan menunjukan dukungan wartawan terhadap Israel selalu dibuat secara lengkap dan panjang lebar. Sebagai contoh; “According to a rare public statement by Shin Bet, its agents found out about what they said were plans for suicide attacks from Qalqilya after interrogating detainees and learning of the truck bomb. Shin Bet said it was told that a wouldbe suicide bomber had driven a truck packed with about 220 pounds of explosives to the Tel Aviv area in March, but for unspecified reasons, the attack was not carried out. The truck returned to Qalqilya, and later blew up there in what Shin Bet termed a “work accident.” Kalimat-kalimat yang menunjukan akan adanya serangan ke Israel yang merupakan hasil interograsi tahanan yang merupakan anggota Hamas selalu dibuat panjang dan jelas. Sedangkan kalimat yang merupakan pembelaan Hamas terhadap organisasinya dibuat begitu pendek dan samar dan terselip diantara kalimat yang menyerang Hamas sebagai contoh “Hamas has denied that such a division exists.” Kalimat begitu pendek sehingga kemungkinan pembaca akan melewatinya. Dalam kutipan di atas juga ada penggunaan kata ganti; tanpa menyebutkan nama agennya siapa, wartawan langsung mengutip pendapat dari badan Intelegen Israel, Shin Bet, bahwa agennya telah mengintrogasi tahanan dan didapatkan bahwa memang ada rencana pemboman ke Israel. Dengan tidak diketahui nama agennya, jelas wartawan ini justru ingin menekankan isu beritanya yaitu rencana serangan terorisme ke wilayah Israel. Dan tentu saja berita ini sangat mendukung Israel, memperlakukan Israel sebagai korban, dan menyudutkan Hamas sebagai “tertuduh”. Selanjutnya, dalam kutipan di atas ada dua peranggapan yang bertingkat, yaitu terlihat kata “said” dan frasa “it was told”. Dalam kalimat ini tidak ada subjek yang jelas yang dapat dijadikan bahwa kalimat ini merupakan sebuah bukti atau kebenaran. Kata said mengacu kepada subjek Shin bet yang merupakan intelegen Israel, namun siapa orang yang mengatakannya tidak disebutkan. Kata “it was told” pun tidak didasarkan atas subjek yang jelas. Sehingga kalimat ini merujuk terhadap sebuah peranggapan yang tidak pasti kebenarannya. Dalam kalimat pendukungnya pun akan terlihat kerancuan yang terlihat “dibuat-buat’. Seharusnya kalimat berita seperti ini tidak perlu disampaikan karena kebenarannya masih harus dipertanyakan, namun sepertinya wartawan sengaja membuatnya untuk mendukung Israel. Contoh lain dari peranggapan juga terdapat dalam paragraf berikut: “On March 19, the Izzedine al-Qassam Brigades, the military underground of Hamas, claimed responsibility for the shooting and wounding of an Israeli Electric Corporation employee who was working inside Israel near the Gaza border fence. That was the first attack of any kind claimed by Hamas since November.” Dalam kalimat di atas terdapat kata yang menunjukan peranggapan yaitu “claimed”. Kata “claimed” digunakan untuk menunjukan sesuatu yang benar, namun belum ada bukti yang jelas atau seseorang mungkin tidak mempercayai hal tersebut. Dalam kalimat ini walaupun kelompok militer bawah tanah hamas mengklaim bahwa mereka menembak dan melukai pekerja Israel, namun hal ini belum terbukti kebenaranya, karena masih ada kemungkinan ada oknum tertentu yang sengaja membuat pernyataan ini sebagai sebuah propaganda. Akan tetapi, wartawan kembali memasukan pernyataan ini ke dalam beritanya, yang jelas pernyataan ini akan sangat menyudutkan Hamas. Bahkan dalam kalimat “That was the first attack of any kind claimed by Hamas since November”, wartawan sepertinya menghubungkan antara gerakan bawah tanah Hamas dengan Hamas itu sendiri. Dengan kata lain wartawan Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 127 ingin mengatakan bahwa apa yang dilakuka oleh gerakan bawah tanah hamas adalah merupakan tanggung jawab Hamas juga. Hal ini tentu saja sangat memarjinalisasi Hamas. Kemudian ada juga wacana maksud di dalam berita ini, yang juga menyudutkan Hamas, seperti yang terlihat dalam paragraf berikut: “Israel maintains a complete boycott of the government, and has been calling on the international community to do the same, with limited success. The United States and Europe are maintaining contacts with the non-Hamas ministers, and a senior British diplomat met with Prime Minister Ismail Haniya of Hamas last week on what was described as a humanitarian mission to help secure the release of a British journalist kidnapped in Gaza.” Paragraf ini ialah sebuah paragraf yang dapat diartikan bahwa permerintah Amerika dan Eropa pun memiliki masalah dengan hamas. Jadi dapat diartikan bahwa Paragraf ini merupakan gambaran dukungan pemerintah Amerika, Inggris dan Eropa terhadap Israel. Paragraf ini seharusnya dapat saja dibuat implisit jika kalimat “on what was described as a humanitarian mission to help secure the release of a British journalist kidnapped in Gaza.” Namun dengan pemberian informasi seperti ini maksud wartawan untuk mendukung Israel dan menyudutkan Hamas menjadi lebih eksplisit dan jelas. Dari analisis sintaksis yaitu penggunaan bentuk kalimat, koherensi dan kata ganti memang ada yang digunakan dalam berita ini untuk menyudutkan Hamas. Sebagai contoh dalam pengguanan bentuk kalimat terdapat kalimat aktif yang subjek atau pelakuanya ialah Hamas seperti “A Hamas-orchestrated suicide bombing in the Park Hotel in the coastal city of Netanya on the eve of Passover in 2002 killed 30” dalam kutipan ini kelompok Hamas sebagai subjek, atau pelaku telah melakukan bom bunuh diri yang membunuh 30 orang. Yang menarik ialah penggunaan kata orchestrated yang membuat seolah-olah hamas sangat menikmati hal itu dan juga korbannya di sini tidak disebutkan dari golongan mana. Sehingga memberi kesan bahwa tindakan Hamas sangatlah kejam dan tidak “pandang bulu” siapa korbannya. Padahal jika ingin bersikap netral seharusnya berita ini menerangkan fakta yang sesungguhnya. Kemudian dalam penggunaan koherensi. Seperti dalam kalimat; “Hamas had not changed its policy regarding attacks in Israel, but that there were “some groups in the military wing of Hamas that don’t like the cease-fire or the unity government.” Jika memang berita ini ingin bersikap netral atau tidak menyudutkan Hamas maka koherensi “but that there were “some groups in the military wing of Hamas that don’t like the cease-fire or the unity government”, seharusnya tidak perlu ditambahkan. Namun karena berita ini ingin menjatuhkan Hamas maka disebutlah ada kelompok sayap militer Hamas yang tidak suka dengan genjatan senjata. Dan hal ini sepertinya diutarakan dengan tujuan untuk menyudutkan Hamas bahwa seharusnya Hamas mampu mengontrol gerakan sayap militernya untuk mematuhinya. Secara tidak langsung Hamas jugalah yang bertanggung jawab atas bom yang berada di Qalqiya. Dari penggunaan Leksikon banyak kata-kata yang juga menyudutkan Hamas yaitu penggunaan kata Terrorist yang disejajarkan dengan kata Islamic seperti dalam kutipan berikut: “that the Islamic organization there was planning imminent terrorist attacks against Israel”. Hamas yang merupakan organisasi Islam disejajarkan dengan organisasi Teroris. Pernyataan ini bukan saja memarjinalisasi Hamas tetapi juga telah memarjinalisasi Islam karena dianggap sebagai penyebar teror yang tentu saja berkonotasi negatif. Selain itu penyudutan terhadap Islam juga terlihat dari grafis tulisan dalam artikel berita ini, seperti “Hamas was at the vanguard of Palestinian suicide bombing campaigns in Israel, starting in the 1990s. But all recent suicide bombings in Israel have been carried out by the smaller, more extreme Islamic Jihad group, according to Israeli security officials.” Dari kutipan ini terlihat bahwa kata Islam dilabelkan kepada sebuah grup jihad ekstrim. Padahal 128 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 dalam ajaran Islam tidak ada yang namanya sebuah jihad ekstrim. Dengan cara memasukan kata Islamic ke dalam frasa extreme Islamic Jihad group dan menggaris bawahi frasa Islamic Jihad, wartawan sepertinya ingin mengatakan bahwa Islam merupakan sebuah ajaran agama yang ekstrim yang membiarkan seseorang untuk melakukan gerakan bunuh diri.hal ini tentu saja sangat menyudutkan Islam. Karena, Islam sendiri tidak ada sebuah perintah untuk melakukan jihad dengan melakukan bom bunuh diri. Dalam kutipan ini juga terlihat bagaimana penyusunan kalimat dibuat sedemikian rupa sehingga Hamas pun sangat disudutkan. Walaupun penggunaan kalimat kedua sepertinya menyangut terhadap gerakan lain, bukan Hamas, namun karena kalimat sebelumnya menyebutkan kata Hamas sebagai organisasi garis depan yang mengkampanyekan bom bunuh diri, maka kalimat ini membuat seolah-olah Hamas pun ikut bertanggung jawab atas persitiwa tersebut. Yang terakhir dari penggunaan ekspresi, yaitu idiom yang digunakan dalam berita. Banyak idiom-idiom yang digunakan berupaya untuk menyudutkan Hamas. Seperti dalam kalimat berikut; “but for unspecified reasons, the attack was not carried out. The truck returned to Qalqilya, and later blew up there in what Shin Bet termed a “work accident.” Dari penggunaan idiom blew up, yang merupakan bentuk lampau, di atas yang berasal dari blow up, yang mana dalam bahasa Inggris idiom ini dapat diartikan sebagai ledakan yang menghancurkan, atau ledakan yang terjadi secara tiba-tiba dan dengan paksaan (Oxford Dictionary, 2010). Berdasarkan hal ini, penggunaan idiom, yang dilebih-lebihkan, ini jelas dikaitkan dengan sebuah aksi terorisme yang memang ledakan itu memang disengaja dengan tujuan untuk menghancurkan wilayah tertentu, yang mana yang dipersalahkan dalam hal ini ialah Hamas. Selain itu sebelumnya terdapat idiom lain yang digunakan yaitu; carried out, yang merupakan bentuk pasif dari Carry out, yang berarti membawa sesuatu atas suruhan atau permintaan seseorang (Oxford Dictionary, 2010). Jika dilihat dari idiom ini sepertinya terlihat bahwa wartawan ingin menjelaskan bahwa peledakan bom ini merupakan sebuah perintah. Sehingga, penggunaan idiom ini jelas sangat menyudutkan Hamas karena secara tidak langsung wartawan mendukung pernyatan Israel bahwa Hamas memang berada dibalik truk yang berisi bom tersebut. Jika memang berita ini bersikap netral, atau tidak mendukung Israel dan menyudutkan Hamas seharusnya idiom yang bersifat profokatif seperti “blow up” seharusnya dapat menggunakan kata yang bersifat netral seperti “explode” dan idiom carried out dapat diganti dengan kata “brought”. Kemudian, dalam artikel berita yang berjudul “Israeli Family attacked in west Bank, and 2 are killed”, akan terlihat detail yang menggambarkan bagaimana penyerangan dilakukan terhadap orang yang tidak bersalah: “They were on their way to the nearby Israeli town of Meitar to attend a pre-wedding meal for a daughter in the family; ...The mother and three young girls were slightly hurt, and another son was shot in the leg”. Dari pengguanaan detail ini jelas ingin menekankan betapa tindakan yang dilakukan oleh penyerang merupakan tindakan yang tidak berperikemanusiaan karena menyerang orang-orang yang tak bersalah. Dan ketika berita ini menuduh orang Palestina yang melakukan, maka sepertinya berita ini ingin menyudutkan orang Palestina, yang secara tidak langsung dalam berita ini dianggap sebagai tindakan yang “tidak berperikemanusiaan”. Penyudutan ini pun terlihat dari elemen maksud dan detail diakhir berita: During the same time, at least 85 Palestinians have been killed. Some were attacking or trying to attack Israeli soldiers and civilians; others were killed during violent demonstrations. The latest were two Palestinian men killed in demonstrations on Friday, local news media reported. Dari kalimat awal paragraf ini, terlihat adanya penyamaan nasib, yang juga diderita warga Palestina yang terbunuh. Namun detail dari paragraf ini justru sangat menyudutkan Palestina. Ada sebuah penggambaran bahwa kematian warga Palestina disebabkan oleh tindakan mereka sendiri yang mencoba menyerang tentara dan warga Israel, serta ketika mereka melakukan demonstrasi. Dari penggunaan kata violent yang berarti kekerasan, maka berita ini memang Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 129 sengaja membuat sebuah pola dimana pada akhirnya orang palestina merupakan orang yang sangat “menyukai kekerasan”. Penutup pada paragaraf ini sepertinya menjadi argumentasi atau kesimpulan wartawan yang memang ingin membuat bahwa pelaku penyerangan, yang menjadi berita utama artikel ini, ialah orang Palestina. Dan juga, dapat terlihat bahwa berita ini telah membentuk makna bahwa tindakan demonstrasi dan kekerasan yang dilakukan warga palestina merupakan tindakan terorisme, dan hal yang wajar jika pada akhirnya mereka terbunuh. Dari aspek stilistik dan sintaksis, artikel berita ini juga memperlihatkan penyudutan terhadap Hamas dan Islam, misalnya dari kalimat berikut: “No group had claimed responsibility for the shooting by Friday evening, though the militant group Hamas and the smaller Palestinian group Islamic Jihad both praised it as “heroic”.” Dari kalimat ini terlihat adanya sebuah koherensi kalimat yang bertujuan menambah inforamsi artikel ini, yaitu penggunaan kata “though”. Jelas memang pelaku tindakan penyerangan tidak diketahui namun dengan menambahkan bahwa Hamas dan kelompok jihad lain menyebutnya sebagai tindakan “pahlawan” tentu akan membuat makna bahwa tindakan ini sangat didukung Hamas dan kelompok Jihad yang lain. Dari analisis mikro kedua berita, sepertinya memang terlihat adanya sebuah bentuk prasangka dan diskriminasi melalui bahasa atau yang disebut van Dijk (2005: 2) dengan linguistic prejudice and discrimination or ‘linguicism’. Dalam kedua berita ini terlihat penggunaan bahasa yang berupaya untuk memarjinalisasi atau menyudutkan Palestina, Hamas, maupaun Islam itu sendiri. E. KESIMPULAN Berdasarkan sebuah analisa wacana kritis dengan menggunakan teroi Van Dijk, maka dapat disimpulkan bahwa media Amerika “New York Times”, dalam artikelnya berjudul “Israel Says Hamas Was Plotting Terrorist Attacks” dan “Israeli Family attacked in west Bank, and 2 are killed”, memiliki ideologi untuk mendukung Israel dan menjatuhkan Palestina khususnya Hamas, serta Islam itu sendiri. Hal ini jelas karena Palestina, khususnya Hamas, yang diidentikan dengan Islam dan Islam selalu diidentikan dengan teroris maka akan sulit untuk mendapat dukungan dari Amerika. Hal ini menjadikan Palestina, khusunya Hamas, menjadi termajinalisasikan dikalangan Amerika. Melalui Analisa struktur makro dan mikro dalam berita, dapat terlihat dalam artikel ini wartawan mencoba untuk memarjinalisasikan Palestina, Hamas dan juga Islam. Hal ini terlihat dari penggunaan bahasa yang meliputi kalimat yang digunakan serta teknik penempatan kalimat. Selain itu juga terlihat dari penggunaan leksikon dan ekspresi, bahwa secara keseluruhan artikel ini sangat memojokan Palestina, Hamas dan Islam, dan lebih mendukung atau menguntungkan Israel. DAFTAR PUSTAKA Baidoun, Aseel. 2014. The Gaza Conflict 2013 and Ideologies of Isralei and Palestinian Media: Acritical Discourse Analysis. Örebro: Department of Humanities of Örebro University. Diakses melalui http://www.divaportal.se/smash/get/diva2:718720/FULLTEXT01.pdf pada tanggal 26-02-2016 pada pukul 21.00 Hadid, Diaa. 2015. Israeli Family attacked in west Bank, and 2 are killed. Diakses melalui http://www.nytimes.com/2015/11/14/world/middleeast/israelis-are-killed-on-westbank.html pada tanggal 14-11-2015 pukul 20.30 130 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 Kreshner, Isabel. 2007. Israel Says Hamas Was Plotting Terrorist Attacks. New York Times. Diakses melalui http://www.nytimes.com/2007/04/11/world/middleeast/11mideast.html pada tanggal 14-11-2015 pukul 20.00. Phillips, Patrick, dkk. 2010. Oxford English Dictionary (8th ed). Oxford University Press. Van Dick, Teun A. 2015. Critical Discourse Analysis. dalam D. Tannen, Heidi E. H., dan Deborah S. The Handbook of Discourse analysis. Second Edition. West Sussex: Wiley Blackwell. Van Dijk, Teun A. 1993. Elite Discourse and Racism. London: Sage Publications. Van Dijk, Teun A. 1997. Discourse as Structure and Process. London: Sage Publications. Van Dick, Teun A. 1988. News Analysis: Case Studies of International and National News in the Press. London dan New Jersey: Lawrence Erlbaum Associates Publishers. Van Dick, Teun A. 2005. Racism and Discourse in Spain and Latin America. Amsterdam & Philadelphia: John Benjamins Publishing Company. Fairclough, Norman. 2007. Discourse, Social Theory, and Social Research: The Discourse of Welfare Reform. Dalam Teun A Van Dick. Discourse Studies. London: Sage Publication Ltd. Van Dick, Teun A. 2008. Discourse and Context: A Sociocognitive approach. Cambridge: Cambridge University Press. Van Dick, Teun A. 2014. Discourse and Knowledge: A Sociocognitive Approach. Cambridge: Cambridge University Press. Viser, Mett. 2003. An analysis of the “New York Times” and Ha’arets and their Portrayals of the Palestinian-Israeli Conflict. The International Journal of Press/ Politics Vol 8 No. 4 114-120. Diakses melalui http://hij.sagepub.com/content/8/4/114.abstract pada tanggal 15-11-2015 pukul 21.00. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 131 Lampiran 1 Israel Says Hamas Was Plotting Terrorist Attacks http://www.nytimes.com/2007/04/11/world/middleeast/11mideast.html By ISABEL KERSHNER Published: April 11, 2007 JERUSALEM, April 10 — Recent interrogations of arrested members of Hamas in the West Bank town of Qalqilya produced information that the Islamic organization there was planning imminent terrorist attacks against Israel, including one using a large truck bomb, the Israeli Shin Bet internal security service said Tuesday. Hamas, which is now the dominant faction in the Palestinian government, has not conducted suicide attacks within Israel since 2004 and has been committed to an Israeli-Palestinian cease-fire agreement in the Gaza Strip since November. People who usually speak for Hamas would not react to the Shin Bet report on Tuesday, apparently in an attempt to not lend the allegations any credence. Some observers have pointed to a growing split within Hamas between those in the government who are seeking international recognition and want to refrain from attacking Israel and more hard-line members. Hamas has denied that such a division exists. According to a rare public statement by Shin Bet, its agents found out about what they said were plans for suicide attacks from Qalqilya after interrogating detainees and learning of the truck bomb. Shin Bet said it was told that a would-be suicide bomber had driven a truck packed with about 220 pounds of explosives to the Tel Aviv area in March, but for unspecified reasons, the attack was not carried out. The truck returned to Qalqilya, and later blew up there in what Shin Bet termed a “work accident.” Shin Bet said that 19 members of the Hamas network in Qalqilya were arrested in March, which it said thwarted plans to carry out attacks during the recent Passover holiday. The statement went on to warn that Hamas operatives in Qalqilya “continue to work on the planning and execution of significant attacks, including ones in the immediate future.” The truck bomb was many times larger than bombs that have been used to explode Israeli buses. In the wake of the Shin Bet statement, David Baker, an official in the office of Israel’s prime minister, Ehud Olmert, said Hamas “continues to target Israeli civilians. “Terrorism is a cornerstone of the new Palestinian government, a government that should be shunned,” he said. In March, Hamas joined with the more mainstream Fatah faction in a unity government. Israel maintains a complete boycott of the government, and has been calling on the international community to do the same, with limited success. The United States and Europe are maintaining contacts with the non-Hamas ministers, and a senior British diplomat met with Prime Minister Ismail Haniya of Hamas last week on what was described as a humanitarian mission to help secure the release of a British journalist kidnapped in Gaza. Hamas was at the vanguard of Palestinian suicide bombing campaigns in Israel, starting in the 1990s. But all recent suicide bombings in Israel have been carried out by the smaller, more extreme Islamic Jihad group, according to Israeli security officials. The Palestinian unity government guidelines refer to the Palestinians’ “legitimate right” to resistance “in all its forms,” but also speak of extending the cease-fire from Gaza to the West Bank. There have long been differences between the more pragmatic political leaders of Hamas, who now sit in government, and the military underground that is believed to answer to more hard-line leaders in exile. 132 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 A senior Israeli Army commander, speaking on condition of anonymity, said recently that in Israel’s assessment, Hamas had not changed its policy regarding attacks in Israel, but that there were “some groups in the military wing of Hamas that don’t like the cease-fire or the unity government.” On March 19, the Izzedine al-Qassam Brigades, the military underground of Hamas, claimed responsibility for the shooting and wounding of an Israeli Electric Corporation employee who was working inside Israel near the Gaza border fence. That was the first attack of any kind claimed by Hamas since November. Fawzi Barhoum, a Hamas spokesman in Gaza, denied any divisions in Hamas over the unity government and dismissed such talk as “Israeli propaganda aimed at trying to bring about Hamas’s collapse.” A Hamas-orchestrated suicide bombing in the Park Hotel in the coastal city of Netanya on the eve of Passover in 2002 killed 30, and precipitated Israel’s reinvasion of the Palestinian cities of the West Bank. Shortly afterward, the Israeli cabinet approved the construction of the West Bank security barrier, following intense public pressure to find a way of keeping suicide bombers out. The driver of the explosive-laden truck sent recently to Tel Aviv was able to pass through a gate in the barrier, exploiting the fact that he holds an Israeli identification card because his father is married to an Israeli citizen, Shin Bet said. The truck also had Israeli license plates, the statement said. It did not indicate who the driver was or what had happened to him. According to Israeli military officials, the Hamas infrastructure is particularly developed in Qalqilya, where Hamas won all the seats in local council elections in 2005. Lampiran 2 Israeli Family Attacked in West Bank, and 2 Are Killed http://www.nytimes.com/2015/11/14/world/middleeast/israelis-are-killed-on-west-bank.html By Diaa Hadid JERUSALEM — An Israeli father and son were killed and five other members of their family were wounded in a drive-by shooting near a Jewish settlement in the occupied West Bank on Friday. The Israeli authorities locked down a wide area as they searched for the assailants, who they believed were Palestinians, the Israeli military and local news outlets reported. Yehuda Glick, an official at Otniel, the settlement close to where the attack occurred, said witnesses had identified the slain men as a father and son, 45 and 18. The men were from Kiryat Arba, another settlement, Mr. Glick said. They were on their way to the nearby Israeli town of Meitar to attend a pre-wedding meal for a daughter in the family. Five other members of the family were wounded in the attack, according to Dr. Tzvi Perry, a physician at the Soroka Medical Center in the nearby city of Beersheba, where the wounded were treated, The Associated Press reported. The mother and three young girls were slightly hurt, and another son was shot in the leg. No group had claimed responsibility for the shooting by Friday evening, though the militant group Hamas and the smaller Palestinian group Islamic Jihad both praised it as “heroic.” Israel’s Channel 10 News reported that the assailants had been waiting in a vehicle at a bend in the road and spotted the victims’ van. They followed it, overtook it and opened fire, first killing the father, the broadcaster reported. The van went off the road, and the son phoned for an ambulance. It appeared that the attackers then opened fire again, killing the son. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 133 The voice of a man said to have been one of the victims was recorded pleading for help in a call to Israeli emergency services, according to Channel 10, which broadcast the recording. The authenticity of the call could not be immediately verified independently. The attack appeared to be similar to one on Oct. 1 near Itamar, a Jewish settlement in the northern West Bank, in which a couple were killed in front of their four young children. That attack is widely seen as one of the first in the recent unrest, which has mostly taken the form of demonstrations, stabbing attacks against Israeli soldiers and civilians, and attempts to hit them with vehicles. Shootings have been more unusual — at least seven since the latest violence began in October, compared with 65 stabbings, according to Israel’s Foreign Ministry. The shooting on Friday took place near Hebron in the southern West Bank, which has emerged as a locus of the uprising, alongside a surrounding belt of villages. The attack raised the number of Israelis killed in the latest surge of violence to 13. During the same time, at least 85 Palestinians have been killed. Some were attacking or trying to attack Israeli soldiers and civilians; others were killed during violent demonstrations. The latest were two Palestinian men killed in demonstrations on Friday, local news media reported. A third Palestinian died on Friday from wounds sustained in clashes the previous day, the Palestinian Ministry of Health said. More than 70 people were wounded in demonstrations in the West Bank and on the Gaza border, mostly from live fire on Friday. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 LEARNING STRATEGIES TO DEVELOP SPEAKING SKILL: A CASE STUDY OF GOOD ORAL COMPETENT STUDENTS OF MADRASAH ALIYAH NEGERI KARANGGEDE ALIF OKTA SHOFIA (S200140039) Universitas Muhammadiyah Surakarta [email protected] (085647312335) Abstract There are some factors that influence second language acquisition they are anxiety, social distance, age differences, aptitude, motivation, personality and learning style, and the last one is learning strategies. Learning strategies are strategies used by learners in order to achieve their goals in learning second language. The aims of this research are (1) to identify learning strategies used by good oral competent students of MAN Karanggede and (2) to analyze factors that contribute the choice of learning strategies used by good oral competent students of MAN Karanggede. This research is a qualitative research which focuses on case study research. The participants are two students from the eleventh grade of MAN Karanggede which choose from students score and observation. The researcher use observation, questionnaire and interview to collect the data. The result of the study shows that learning strategy used by good oral competent students are memory strategy, cognitive strategy, compensation strategy affective strategy and social strategy. They ask for clarification to correct their mistake and they ask their teacher to help them if they have difficulties. They also uses cognitive and compensation strategies which refers to use practicing, receiving and sending messages strategies, analyzing and reasoning the learners translate the language deductively to understand the subject easily.The factors that contribute the choices of learning strategy from student 1 because song is long lasting she easier to improve her speaking skill with that learning strategy. On the other side, student 2 focus on reviewing well because it can help him understanding and remembering the new vocabulary. Keywords: Learning Strategy, Speaking Skill A. BACKGROUND OF THE STUDY Ellis (2004: 4) in (Fauziati, 2010: 77) states that there are many factors that influence Second Language Acquisition (SLA), they are internal and external factors. The external factors are the social milieu and the input. The internal factors are age, aptitude, motivation and attitude, personality, cognitive style, hemisphere specialisation, and learning strategies. In this research the researcher focuses on learning strategy uses by good oral competent students. The literature on learning strategies in second language acquisition emerged from a concern for identifying the characteristics of effective learners. Research efforts concentrating on the "good language learner" (Naiman et al. 1978; Rubin 1975; O’Malley.1990; Oxford.1990) in Fauziati (2010: 153-160) had identified strategies reported by students or observed in language learning situations that appear to contribute to learning. According to O'Malley and Chamot (1990: 43) learning strategies have been defined as the special thoughts or behaviors that individuals use to help them comprehend, learn, or retain new information. So, learning strategy is the effort used by the students to achieve their goal in Foreign Language. 134 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 135 The success of learners in achieving their goal in learning foreign language it is also influenced by the teacher. Teachers are obliged not only to be knowledgeable of the teaching topics, but they are also to be skillful in the language and in transferring their knowledge to the students. In addition, teachers have to be creative and innovative in preparing the teaching materials and make authentic assessment for their students so the students will have real experiences in teaching and learning process. Moreover, the teachers should have understanding about their students because every student has different knowledge, capacity and capability. This research conducted in Islamic Senior High School (MAN) Karanggede. MAN Karanggede located in village about 50 Kilometers from Boyolali Regency. There are two English teachers in this school they are teacher 1, and teacher 2. They graduated from English Department. The teachers participated in English teacher community to develop their skill. The members of English teacher community are all of English teachers from Islamic Senior High School in Boyolali regency whose members are about 20 teachers. In this community the teachers discuss about how to improve the curricula, syllabi, lesson plan, materials, and class activities that will help learners understand the materials easier. The subject of the research is the eleventh grade students of MAN Karanggede. There are four classes in the eleventh grade, one science class, two social classes and one region class. However, the researcher chooses one class as subject of the research that is science class. Based on observation on first December 2015 and students score, there are two students who have good oral competence they are student 1 and student 2. Moreover, the student 1 ever becomes first winner in speaking contest at regency level. There are thirty one students in this class, the motivation in learning English are in average level especially in speaking skill. Students have opinion that English is a difficult subject. However, there are two students who have good oral competence they are able to speak English fluently and clearly. Based on the explanation above, the researcher decides to make a research about learning strategies used by good oral competence students in MAN Karanggede. The thing that make researcher interest to do the research is most of students in MAN Karanggede have opinion that English is difficult and not interesting subject but there are two students who have good achievement in learning English. Based on the background, the researcher emphasizes the research on learning strategies used by two students who have good oral competence. The researcher formulates the research questions or focus of the study as follows: 1. What are the learning strategies used by good oral competence students of MAN Karanggede? 2. What factors contribute to the choice of learning strategies used by good oral competent students of MAN Karanggede? The Objective of the Study are: 1. To identify learning strategies used by good oral competent students of MAN Karanggede. 2. To analyze factors that contributes to the choice of learning strategies used by good oral competent students of MAN Karanggede. B. 1. REVIEW OF RELATED LITERATURE Language Learning Strategies According to O'Malley and Chamot (1990: 43) learning strategies have been defined as the special thoughts or behaviors that individuals use to help them comprehend, learn, or 136 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 retain new information. Learning strategies may include any of the following: focusing on selected aspects of new information, analyzing and monitoring information during acquisition, organizing or elaborating on new information during the encoding process, evaluating the learning when it is completed, or assuring oneself that the learning will be successful as a way to allay anxiety. Thus, strategies may have an affective or conceptual basis, and may influence the learning of simple tasks, such as learning vocabulary or items in a list, or complex tasks, such as language comprehension or language production (O'Malley and Chamot 1990:43). However, according to Cohen (2003: 280) in Paredes, (2010: 16) language learning strategies are the conscious or semi-conscious thoughts and behaviors used by learners with the explicit goal of improving their knowledge and understanding of a target language. Cohen (1998: 4) in Selinker (2008: 439) defines language learning (and language use) strategies as: those processes which are consciously selected by learners and which may result in action taken to enhance the learning or use of a second or foreign language, through the storage, retention, recall, and application of information about that language. Oxford (1999: 518) in Selinker (2008: 439) refers to learning strategies as specific actions, behaviors, steps, or techniques that students use to improve their own progress in developing skills in a second or foreign language. From the explanation above language learning strategies is the way learners learn the second or foreign language in order to achieve their goals in learning second or foreign language. 2. Oxford’s Learning Strategy Taxonomy Oxford (1990: 9) in Fauziati (2010: 160-161) sees the aim of language learning strategies as being oriented towards the development of communicative competence. Oxford divides language learning strategies into two main classes, direct and indirect, which are further subdivided into 6 groups. In Oxford's system, metacognitive strategies help learners to regulate their learning. Affective strategies are concerned with the learner's emotional requirements such as confidence, while social strategies lead to increased interaction with the target language. Cognitive strategies are the mental strategies learners use to make sense of their learning, memory strategies are those used for storage of information, and compensation strategies help learners to overcome knowledge gaps to continue the communication. Oxford's (1990: 17) in Fauziati (2010: 160-161) taxonomy of language learning strategies is shown in the following: 1) Direct Strategies a) Memory Strategies Memory strategies consist of creating mental linkages, applying images and sounds, reviewing well, and employing action. (1) Creating Mental Linkages The learners make a group to make students easier understanding the material. (2) Applying image or sounds Using images, key words and mapping to memorize the material. (3) Reviewing well The students used structural reviewing. (4) Employing action The students response physically and use technique mechanically. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 137 b) 2) C. 1. Cognitive Strategies (1) Practicing Practicing means formally practicing with system of sound and writing, repeating, recombining and using formulas and pattern to understand the materials. (2) Receiving and sending messages strategies The students use some resources for receiving and getting idea quickly. (3) Analysing and reasoning The learners analyzing translate the language deductively to understand the subject easily. (4) Creating structure for input and output The students take notes and summarize the material. c) Compensation strategies (1) Guessing intelligently The learners guess the meaning of word by some clues or mother tongue. (2) Overcoming limitations in speaking and writing Using gesture, switch to mother tongue to make listeners understand their goals or means. Indirect Strategies a) Metacognitive Strategies Metacognitive strategies consist of subcategories, they are: (1) Arranging and planning your learning The learners find their language learning, set the aim, seek the opportunities. (2) Evaluating your learning themselves to measure wheather they understand the material or not. b) Affective Strategies (1) Lowering your anxiety The students use relaxation, mediation for lowering their anxiety. (2) Encouraging yourself The students make positive statements and reward themselves. (3) Taking your emotional temperature The students control their emotion and share their feeling to someone else. c) Social Strategies (1) Asking questions The learners ask for clarification to correct their mistakes. (2) Cooperating with others The students cooperate with the other to solve the problem and difficulties. (3) Emphathising with others The students learn other culture and increase the cultural understanding and appreciation to the other culture. RESEARCH METHOD Type of Research The type of this research is a case study research. According to Creswell (2002) a case study is a problem to be studied, which will reveal an in-depth understanding of a “case” or bounded system, which involves understanding an event, activity, process, or one or more individuals. 138 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 2. Subject of the research The subject of this research is the eleventh grade students of Islamic Senior High School of Karanggede. There are five classes in this school, two classes in social majors, one class in religion major and one class of science. In this research the researcher takes science class as the subject of the research. There are twenty five students in this class but the researcher takes two students which classified as good oral competence for her research. 3. Object of the research The object of this research is learning strategies used by good oral competent students of MAN Karanggede. 4. Data and Data Source The data are collected from questionnaire, interview and class observation. The data sources comes from two students which have good oral competent. 5. Method of Collecting data According to Fauziati (2010:162-163) there are some tools that can be used to collect the data in learning strategies research. They are interview, questionnaire and students’ diaries and journal. Every tool has advantages and disadvantages. According to Brown (2001:6) in Dornyei (2003:6) questionnaires are any written instruments that present respondents with a series of questions or statements to which they are to react either by writing out their answers or selecting from among existing answers. There are 50 questions in this questionnaire. By the use of this instrument, the following six types of strategies proposed by Oxford (1990) could be examined: memory (items 1-9), cognitive (items 10-23), compensation (items 24-29), metacognitive (items 30-38), affective (items 39-44), and social learning strategies (items 4550). Then the questionnaire analyzed using SPSS 17.0. 6. Data Validity In this research the researcher will uses triangulation to validate the data. An openended perspective in constructivism adheres with the notion of data triangulation by allowing participants in a research to assist the researcher in the research question as well as with the data collection. Engaging multiple methods, such as, observation, interviews and recordings will lead to more valid, reliable and diverse construction of realities. To improve the analysis and understanding of construction of others, triangulation is a step taken by researchers to involve several investigators or peer researchers’ interpretation of the data at different time or location. In this research, the triangulation data come from interview, observation and questionnaire. 7. Technique of Analyzing Data After collecting the data the next step is analyzing the data. In this research the researcher will use Miles and Huberman theory. Miles and Huberman (1994:12) state that the methods of data analysis called Interactive Model which is included four steps of analysis activity in cyclical and interactive process. 1. Data collection, the first step of data analysis is data collection. Data collections in this research are observation, interview and questionnaire. These are used to find out the kinds of students’ language learning strategies used by high achiever students of Islamic Senior High School of Karanggede in order to develop their speaking skill. 2. Data reduction, Miles and Huberman states (1994:12): “Data reduction refers to the process of selecting, focusing, simplifying, abstracting, and transforming the Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 139 3. D. data that appear in written-up field notes or transcriptions”. In this step the research will selecting and simplifies the data sources that related with research questions. The researcher will reduce the data from questionnaire and students’ journal that not appropriate with research questions. Data display, the next step is data display. After collect and reduce the data, the writer displayed the collective data in organized and compressed information that will leads to conclusion. The forms of qualitative data display include types of matrices, graphs, charts, or networks. The function of these types of data display is to perform accessible, compact, and organized information of the data. In this step the researcher selecting and classifying the data into Oxford’s Language Learning Strategies (LLS) taxonomy. The data findings are displayed in this order: (a) type learning strategies used by good oral competent students (b) the factors that contribute to the choice of learning strategies used by good oral competent students. Conclusion drawing and verification, after the data displayed, then the writer would able to interpret it and reaches conclusions and verifications. The researcher will describe and interpret the data so that the conclusions and verifications of the language learning strategies can be drawn. RESULT OF THE STUDY AND DISCUSSION The first objective of the study is learning strategies used by good oral competent students of MAN Karanggede there are two students as the object of the research. Based on the interview and questionnaire learning strategy used by student 1 is memory strategy that is applying image or sounds. She is listening music to improve her vocabulary. Cognitive strategy refers to practicing, receiving and sending message strategies, analyzing and reasoning. The last is compensation strategies guessing intelligent, the learner guess the meaning of word by some clues and overcoming limitations in speaking and writing using gesture. Indirect strategies used by first students is affective strategy refers to lowering the anxiety, encouraging yourself, taking the emotional temperature. She is lowering her anxiety with feel confidence although she makes a mistake. The last strategy is social strategy; she uses asking questions if she has question in her mind. She usually asks to the teacher, sometimes father or brother. Based on the interview and questionnaire learning strategy used by student 2 is direct strategy that is memory strategy which focuses on creating mental linkage the learner making a group to make students easier understanding the material.In cognitive strategy second student uses practicing, receiving and sending messages strategies, analyzing and reasoning the learners translate the language deductively to understand the subject easily. Creating structure for input and output, the students take notes and summarize the material. The last is compensation strategies guessing intelligent, the learner guess the meaning of word by some clues and overcoming limitations in speaking and writing using gesture. Indirect strategy used by second students is affective strategy, lowering anxiety, encouraging self and taking emotional temperature. The last is social strategies, second students asking question for clarification to correct the mistake he usually ask teacher to clarify his mistake. The second objective of the research is the factors that contribute to the choice of learning strategy. The student 1 applying song as learning strategy because song is long lasting, song do not reduce by time. Student 1 thinks that memory strategy especially applying song makes her easier to remember the vocabulary. On the other hand, student 2 uses memory strategy especially in reviewing well. He makes a schedule for study and remember the vocabulary every day three vocabulary minimally. 140 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 Based on the result above, learning strategy used by good oral competent students are memory strategy, cognitive strategy, compensation strategy affective strategy and social strategy. They ask for clarification to correct their mistake and they ask their teacher to help them if they have difficulties. They also uses cognitive and compensation strategies which refers to use practicing, receiving and sending messages strategies, analyzing and reasoning the learners translate the language deductively to understand the subject easily. There are different learning strategies used by two students. They have different learning strategy because they have different background in learning English. First students have a father who help her to develop his English competence, her parent push her to join in English course. However, second student choose his friend as his partner to develop his English competence. REFERENCES Brown, H Douglas. (2004). Language Assessment: Principles and Classroom Practices. United States of America: Pearson Education Inc. Creswell, John W. (2002). Educational Research Planning, Conducting and Evaluating Qualitative nad Quantitative Reserach. United State America: Pearson Education Inc. Doernyei, Zoltan. (2003). Questionnaires in Second Language Research Construction, Administration, and Processing. New York: Ilawrence Erlbaum Associates Publishers. Fauziati, Endang. (2010). Teaching English as A Foreign Language (TEFL). Surakarta: Era Pustaka Utama Fraenkel, Jack R and Wallen, Norman E. (2008). How to Design and Evaluate Research in Education. New York: The McGraw Hill Companies Miles, Matthew B and Huberman, A.Michael. (1994). Qualitative Data Analysis. London: Sage Publication Inc O'Malley, J. Michael and Chamot, Anna Uhl (Eds). (1990). Learning strategies in second language acquisition. New York: Press Syndicate of the University of Cambridge. Paredes, Elsie E. (2010). Language Learning Strategy Use By Colombian Adult English Language Learners: A Phenomenological Study.Florida International University : Florida. Selinker, Larry and Gass, Susan M. 2008. Second language acquisition: an introductory course. Taylor & Francis e-Library: United Kingdom. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 IMPROVING STUDENTS’ WRITING ABILITY ON RECOUNT TEXT BY USING SCRAMBLED SENTENCES (Classroom Action Research at The Eight Grade Students of MTs N 2 Surakarta) Any Rahmawati S200140083 Mahasiswa S2 Magister Pengkajian Bahasa Universitas Muhammadiyah Surakarta [email protected] ABSTRACT This research aims at: 1) to know the implementation of scrambled sentences to the students’ writing ability on recount text, and 2) to find out how far scrambled sentences improve students’ writing ability on recount text at the eighth grade students of MTs Negeri Surakarta 2. The research was conducted in two cycles at the eighth grade students of MTs Negeri Surakarta 2 from April 15th 2013 to April 30th 2013, in which both of cycles consist of two meetings. Each cycle consisted of five steps: planning, implementing, observing, reflecting, and revising after cycle 1 implemented. The research data were collected by using observation, interview and tests. The qualitative data were analyzed through describing all of the implementations in both of cycle 1 and cycle 2. The research findings described every treatments of using scrambled sentences both of the cycle 1 and cycle 2 during the research. The treatments of scrambled sentences, the students given some sentences in scrambled order (mixing-words) by the researcher then they were asked to make unscrambled order. After that, the researcher gave corrections to the students’ exercises. The research findings also proved that the technique of scrambled sentences implemented at the students could improve their writing ability especially on recount text. The final result of the tests showed that the students’ score increased from test cycle 1 to test cycle 2 both of mean score and score that passed standard minimum score (KKM) used in MTs Negeri Surakarta 2, which is (65). Students’ mean score improve, 48.24 in pre test to 57.94 in test cycle 1 and improve significantly 68.83 in test cycle 2. In the test cycle 1 just 24% of 37 students could passed KKM, it improved significantly in the test cycle 2 that 78% of 37 students passed KKM. The researcher found this research could improve students’ writing ability. The scrambled sentences became one technique that can be applied in teaching writing. Keywords: Writing, Ability, Recount, Scrambled Sentences, Classroom Action Research INTRODUCTION Language is primarily an instrument of communication among human being in a community. Larsen-Freeman (2003: 2) states that language is a means of interaction between and among people. One of the international languages is English. For Indonesian students, understanding English was not easy because it was different from our native language, Indonesian. English communicative competence covers four skills, namely reading, listening, speaking, and writing. The four language skills, both spoken and written, were taught in an integrated way supported by some language aspects, such as grammar, vocabulary, pronunciation and spelling. When we learned a second language, we learned to communicate with other people: to understand them, talk to them, read what they have written and write to 141 142 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 them. The fact that people frequently have to communicate with each other in writing was one of the reasons to master writing skill well. Writing is a complex activity since it requires students’ comprehensive abilities such as mastering grammar, vocabulary, and punctuation. Besides, to write well, the students expected to be able to present their ideas in the written form as writing is a means of communication. Most of Indonesian students had difficulties in mastering writing skill, it also happened to the students of MTs Negeri Surakarta 2. It was very difficult for students of MTs Negeri Surakarta 2. It faced from the result of pre test implemented by the researcher to the VIII-I class. Based on the standard competence of English writing at the eighth grade of junior high school in second semester is to show the meaning of functional written text and short and simple essay in the forms of narrative and recount texts for having interaction with surrounding environment. Moreover the indicators of competence in English writing at this grade for the second semester are: can complete sentence in form of descriptive and recount text; can understand about grammar structure in simple sentence of simple present tense, simple past tense, and past continuous tense; can be rich in vocabularies; and can understand about punctuation and spelling. Based on the result of the pre-research by interviewing English teacher and observing while English teaching learning in MTs Negeri Surakarta 2, the researcher identified some problems faced by the eighth grade students in learning writing: a) They had low level of writing ability so that they found difficulties in developing their ideas into the written language. (b) They seemed to be discouraged to have writing lesson. In short, they tried to avoid it because they were afraid if they make many errors in writing. The English teacher told the researcher that the problem faced by the student when the students are asked to make a written text, because of the lack of vocabulary and grammar structures mastery, and the lack of creativity they just copied the example of the text teacher gave and changed a little about it. The English teachers can use some techniques to teach writing such as using various pictures, contextual teaching and learning approach, using parallel writing technique, using mind mapping/clustering technique, etc. By applying one of the techniques, the teacher can encourage the students to participate in the classroom activities. The teacher should be able to encourage the students to express their ideas into good writing. The teacher gives opportunities to the students to write their ideas without being afraid of making mistake. It can be done by introducing topics and a good writing process. Endang Fauziati (2009:142) stated, the students are given a text in which the sentences are in a scrambled order. This may be a text they have worked with or one they have not seen before. They are told to unscramble the sentences so that the sentences are restored to their cohesion and coherence properties of language (discourse competence). They learn how sentences are bound together at the supra-sentential level through formal linguistic devices such as anaphoric, which unify a text and makes it coherent. In addition to written passages, students might also be asked to unscramble the lines of a mixed-dialog or asked to put the pictures of picture strip story in order and write lines to accompany the pictures. Based on the background above, the researcher interested to conduct a study on “Improving Students’ Writing Ability on Recount Text by Using Scrambled Sentences (A Classroom Action Research at the Eighth Grade Students of MTs Negeri Surakarta 2 in the Academic Year of 2012/2013)”. RESEARCH LIMITATION Writing includes the use of grammar, vocabulary, mechanic, fluency, and form of organization. Since there are some aspects of the writing, the researcher limits it to sentence construction which deals with grammar, mechanic and form organization on teaching recount Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 143 text by using scrambled sentences. It had conducted at the second semester students of MTs Negeri Surakarta 2. PROBLEM STATEMENTS 1. How does the implementation of scrambled sentences improve students’ writing ability on recount text at the eighth grade students of MTs Negeri Surakarta 2? 2. How far scrambled sentences improve students’ writing ability on recount text at the eighth grade students of MTs Negeri Surakarta 2? OBJECTIVES OF THE STUDY 1. To know the implementation of scrambled sentences improve the students’ writing ability on recount text at the eighth grade of MTs Negeri Surakarta 2. 2. To find out how far scrambled sentences improve students’ writing ability on recount text at the eighth grade of MTs Negeri Surakarta 2. DEFINITION OF KEYTERMS 1. Writing Writing is the process of thinking to invent ideas, thinking about how to express into good writing, and arranging the ideas into statement and paragraph clearly (Nunan, 2003:88). 2. Ability The term of ability is defined as skill or power. Concisely, writing ability is the skill to express ideas, thoughts, and feelings to other people in written symbols to make other people or readers understand the ideas conveyed. (http://teachingenglishonline.net/definition-ofwriting-ability/). 3. Recount Recount is a text that has social function to retell events for purpose of informing or entertaining. It has three generic of the structure, there are orientation (provides the setting and introduces participants), events (tell what happened in what sequence, and re-orientation (optional-closure of events) ( Suryana, 2008:34). 4. Scrambled sentences Scrambled sentence is the technique that the students are given a text in which the sentences are in scrambled order (Fauziati, 1999:142). 5. A Classroom Action Research A classroom action research is the application of fact finding, to practical problem solving in a social situation with a view to improving the quality of action within it, involving the collaboration and cooperation of researchers, practitioners, and laymen that implemented in a class (Burns, 1999:30). LITERARY REVIEW 1. Definition of Writing Ability Nunan (2003: 88) defines that writing is the process of thinking to invent ideas, thinking about how to express into good writing, and arranging the ideas into statement and paragraph clearly. Writing is a complex activity since it requires students’ comprehensive abilities such as mastering grammar, vocabulary, and punctuation. Besides, to write well, the students are expected to be able to present their ideas in the written form as writing is a means of communication. Based on the theories above, writing is an act of putting letters, symbols, numbers, or words on paper or a computer screen which is used to express and explain ideas. 144 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 Specifically, writing is the expression of language in the form of symbols, letters, or words. The primary function of writing is to communicate the writers’ ideas to their readers. Harris (1969) in Rodriques (2000: 68) illustrated five aspects that should be directly involved in writing performance, those are: • Content in which the idea is expressed; • Form that refers to the organization of the content; • Grammar which describes the employment of grammatical forms and syntactic patterns; • Style which includes the choice of structures and lexical items to give a particular tone or flavor to the writing; and • Mechanics employ the use of the graphic conventions of the language 2. Writing Assessment Reid (1993: 235), the evaluation using analytic method elaborate writing product into five components. They are: content, form/organization, vocabulary/style, language use/grammar, and mechanics. In this research, the researcher used scrambled sentences technique. So, the researcher found the score of students recount text from the tests based on the form/organization, grammar and mechanics. Form/ organization that were about true or not the students located the mixing sentences. Grammar, the students used correct grammar or not in writing recount text. The last mechanic about correct or not the students put punctuation, capitalization and paragraphing recount text. 3. Scrambled Sentences Technique Endang Fauziati (2009:142), a scrambled sentence is the technique that the students are given a text in which the sentences are in scrambled order. This may be a text they have worked with or one they have not seen before. They are told to unscramble the sentences so that the sentences are restored to their cohesion and coherence properties of language (discourse competence). They learn how sentences are bound together at the supra-sentential level through formal linguistics devices such as anaphoric, which unify a text and makes it coherent. In addition to written passages, students might also be asked to unscramble the lines of a mixed-dialog or asked to put the pictures of picture strip story in order and write lines to accompany the pictures. 4. The Role of Scrambled Sentences Technique in Teaching Writing The procedures to do scrambled sentences technique: - Students are asked to unscramble the sentences so that the sentences are stored to their original order, learning coherence and cohesive. - Unscramble sentences are the lines of a mixed-up paragraph to build passage. - It may put pictures of a picture strip story in order to make easy the students to make unscramble sentences. 5. Hypothesis Based on the basic assumptions above, the hypothesis formulated as follows: - Scrambled sentences technique improved the students’ writing recount text in teaching learning process. - The class more active and communicative when scrambled sentences technique applied in teaching writing, and how far the result of the research faced clearly. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 145 RESEARCH METHODOLOGY A. Setting of the Research This research conducted in MTs Negeri Surakarta 2. It was located at Jl. Transito, Suronalan, Pajang, Laweyan, Surakarta. Its location was strategic, easy in transportation and near of the city. The researcher was held the research from April 15th 2013 to April 30th 2013. B. Subject of the Research The subject of the research was the eighth grade students of MTs Negeri Surakarta 2 in the academic year of 2012/2013. The researcher conducted to the student of VIII-I. The number of the students was 37 students, and the researcher conducted research in this class by considering the problem faced by this class. C. Method of Research The research method used in this study was a classroom action research. There are many definitions about Classroom Action Research. The first definition is given by Kemmis (1983) in McNiff (1992: 2) who says that Action Research is a form of self reflective inquiry undertaken by participants (teachers, students, or principals, for example) in social (including educational) situations in order to improve the rationality and justice of (a) their own social or educational practices, (b) their understanding of these practices, and (c) the situations (and institutions) in which these practices are carried out. D. Procedure of the Research Based on action research spiral by Kemmis & Mc Taggart in Burns 1999: 33, the process done in this research runs with the following procedures: - Identifying the Problem To start an action research project, the researcher needed to decide the problem. In this research, the problems identified after do the preresearch and interview with the English teachers. - Planning the researcher prepared everything that needed during the action in order to improve the students’ writing ability such as made a lesson plans using scrambled sentences on it then the researcher prepared the media that used in this research. - Action Implementation researcher did the planning as the researcher prepared before. - Observation The observation phase has done during the teaching and learning process. In this phase, the researcher asked a partner to observe everything happened in the teaching learning process. - Reflection At the end of the action implementation, the researcher and the collaborator reflected critically on what happened during the research. - Revised Plan Revised plan have been needed when the action cycle did not make any improvement on the students’ writing skill. It means that the researcher should do further cycle. E. Technique of Collecting Data The kind of data collecting in this research were interviewed the English teacher and the student before implemented the action, observation did by English teacher as the collaborator. The researcher gave tests for the students, collected photos documentations and observed the students during the teaching learning process. 146 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 F. Technique of Analyzing Data In order to calculate the data, the researcher presented the result of each cycle. In analyzed the qualitative data, the researcher employed qualitative technique. The data of how far the improvement in the research came from the test, test cycle 1 and test cycle 2. The mean of it calculated with the formulas as follows: In which: X : Mean of pre-test score Y : Mean of post-test score N : Number of subject X : The sum of pre test score Y : The sum of test cycle 1 or test cycle 2 score The percentages of students’ score improvement by using formula as follow: In which: A : Percentages of students’ score improvement B : Number of students’ improves C : The sum all of students RESEARCH FINDINGS The research findings of this research can be described in the research implementation and the result of the research as follows: 1. a. b. c. d. e. f. Research Implementation Pre-observation Wed, Jan16th ’13 Come to MTs N Ska 2, gave the observation letter. Interview Wed, Jan16th ’13 Identifiying teacher’s problems in teaching writing. Observation Wed, Jan16th ’13 Identifying the problem during teaching learning process. Pre test Mon, April 15th ’13 Identifying students’ writing ability. Cycle 1 1st meeting (Tues, Aprl 16th ’13) Implementing the action plan 2nd meeting Test Cycle 1 (Wed, Aprl 17th ’13) Implementing the action plan. Measuring the writing ability after the action Cycle 2 1st meeting (Mon, Aprl 29th ‘13) Implementing the action plan 2nd meeting Test Cycle 2 (Tues, Aprl 30th ‘13) Implementing the action plan Measuring the writing ability after the action Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 147 The summary of research implementation a. Pre Research The researcher conducted pre observation to know the condition of English teaching learning. Then, the researcher interviewed both of English teacher and one of the student’s VIII-I. After that, the researcher conducted pretest to make sure that the writing ability in VIII-I class still in low level and need improvement in the next case. The aims of pretest given are to know the students competence in writing ability. The researcher explained little about recount text, gave the example of recount text, then the researcher asked the student to build passage as they can. The researcher asked the students built 3 paragraphs that minimal consist of 5 sentences. The topic of this recount text the researcher asked is unforgettable experiences. So, the students could make freely based on their experiences. The result of the pretest was not far from the English teacher said. Most of the students just copied the example of recount text given by the researcher when the researcher explained about recount text. The students changed its title and the name of the characters then the students rewrite on a piece of paper. b. Cycle 1 The researcher identified the problem based on pre research then maked planning for the action in cycle 1. 1) Implementing the action - 1st meeting: The researcher told the students that the day’s activities would be writing section especially on recount text by using scrambled sentences technique. By considering the teacher’s statement that the students have learned about recount text before, the researcher just explained recount text by fast. The researcher also gave the students materials about past tense. The researcher gave example of recount text that used in pretest before. The researcher continued for the next step. The researcher gave the students about seven numbers of mixing words wrote in the whiteboard. The researcher did one number as the example, and asked the students to do the other number. The researcher gave time for about 15 minutes to do the exercise. After finished, the researcher gave correction in that exercises. Four students that came forward, write the incorrect sentences. After gave corrections, the researcher thought that the students had ability to make good sentences from scrambled sentences. - 2nd meeting: The students’ given 8 number of exercises, all of the number consist of scrambled sentences (mixing words) that use present tense. The student asked to make unscrambled sentences and changed the present tense to past tense, and then the students asked to build 3 paragraphs of recount text from it scrambled sentences by the title “Going to EOS Studio”. The result of post test showed that the students’ mean score improved from 48.24 in the pretest to 57.94 in test cycle 1. 2) Observing the action The collaborator saw and stated that he met some students still confused then they talked each other. Even some of the students still confused, the researcher met improvement based on the students’ test score. The students’ pre test mean score 48.24 then in the test cycle 1 57.94. 148 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 3) Reflecting the action From the observation above, the researcher and the English teacher got the result from first cycle. They were found several positive results and some weaknesses from the first cycle 4) Revising the action The researcher realized that there were improvement in students’ writing ability, but the researcher still found some problems faced by the students that should be solved soon. Besides the means score did not fulfill the standard minimum score (KKM) that used in MTs Negeri Surakarta 2, based on result in first cycle, it was found that some students were still confused on mixing scrambled sentences to unscrambled order. The students also still confused implementing tense, from present tense to past tense and they were seemed confused in constructing good sentences. The researcher had revised her plan and consulted it with the collaborator. The plan consist of several points, they are: • Guiding and giving the students more exercises in making unscrambled sentences from scrambled sentences. • Reviewing more details about past tense and the researcher explaining about regular and irregular verbs that usually used in students’ daily. • Being more interesting in delivering the material to make the students motivated. • Asking the students to bring their dictionary. c. 1) Cycle 2 Planning the action The researcher had revised the plan to implement on the second cycle. The researcher should give the students more exercises in mixing words, the researcher also explained more about past tense. Here the researcher should prepare the students’ exercises and students’ worksheet that used for test cycle 2. 2) Implementing the action - 1st meeting The researcher explained clearly about recount text. Especially the researcher explained about the generic structure of recount text, they are orientation consist of the setting and introduction the participant, events that tell what happened in what sequences and re-orientation as the closing of recount text that’s the optional-closure of events. The researcher gave the example of recount text that using in the pre-test before. In the end of explanation, the researcher gave time to questions and answer till all of the students knew about recount text. The students maked the sentences from present tense to past tense. The researcher corrected the answer and explained by underlining the words that consist of regular verbs and irregular verbs. The researcher maked some list of words that usually used in daily and write down in the whiteboard. The researcher asked the students to memorize the list of words, especially on the irregular type. The researcher continued the treatment of using scrambled sentences. the researcher gave 12 numbers of exercise write down in the whiteboard. The researcher gave 20 minutes for the students to do these exercises, and then asked three students to write down their answer in the whiteboard, and for the eight numbers they wrote down the answer as volunteer. The researcher found only 3 students wrote incorrect answer. - 2nd meeting Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 149 The researcher opened the class by reviewing the pervious study by asking the students some question about recount text and regular-irregular verbs orally. The researcher asked the students to prepare a piece of paper, then gave them a copied of worksheet. The test consists of 9 numbers of scrambled sentences, using present tense. The students asked to mix the scrambled sentences to unscrambled order, then built 3 paragraphs from these mixing sentences. The researcher asked the students doing the test individually. The researcher walked around the class during the students did the test. 3) Observation The collaborator observed during the cycle 2 implementation. The observation result of cycle 2 were the students seemed enjoy, did not make noisy as usual, paid attention to the researcher explanation, and the activity ran well. The students also could do the exercises that the researcher gave in the whiteboard then most of the students write down the answers correctly. The researcher also observed in order to know how far the improvement writing ability the students made in that case. The mean score of test cycle 2 improved significantly from 57.94 in test cycle 1 to 68.83 in test cycle 2. the mean score was passed the standart minimum score. 4) Final reflection After analyzing the observation result in cycle 2, the researcher and the collaborator found some differences between the result of the action in cycle 1 and cycle 2. There were some positive results and negative result that can be explained as follows: Positive result - There was an improvement of students’ writing ability. It could be seen from the result of test cycle 2 that was 68.83; it was higher than the mean score of test cycle 1 was 57.94. - The students still remembered the recount text and its generic structure taught in cycle 2. - The students were more paid attention during the teaching learning process. - The researcher could manage action implemented on the class better than in the first cycle. The researcher asked the students orally, it made the researcher did not always write down in the whiteboard. - The mean score of test cycle 2 covered the standard minimum score (KKM) that used in MTs Negeri Surakarta 2. Negative result Sometimes the students tended to make noise during the teaching learning process. Fewer students were passive than before, their score of test still low even there was no improvement. 2. The Result The result of students’ writing ability shows that scrambled sentences can improve some case of writing recount text significantly. It can be concluded by analyzing the result of pretest, test cycle 1, and test cycle 2. The differences of the three results said that there was an improvement of the students’ writing ability in that case. - The students mean score improve after implemented the tests pre test (48.24) test cycle 1 (57.94) test cycle 2 (68.83) - Number of students’ improve score from pre-test to test cycle 1 33 students (87 %) from test cycle 1 to test cycle 2 34 students (92 %) - Number of students’ haven’t improve score from pre-test to test cycle 1 4 students (11 %) 150 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 from test cycle 1 to test cycle 2 3 students ( 8 %) - Number of students’ passed KKM from pre-test to test cycle 1 9 students (24 %) from test cycle 1 to test cycle 2 29 students (78 %) - Number of students’ failed KKM from pre-test to test cycle 1 28 students (76 %) from test cycle 1 to test cycle 2 8 students (22 %) Score of Pre Test, Test Cycle 1 and Test Cycle 2 NO 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 NAMA Alif Nurrohmah A Anna Tri Yuni S Annisa’ Nurrohmah Aprilia Vernandita Ardian Faisal Fahmi Arini Septia Effendi Arvian Sofyan Majid Dhea Rosediana Dewi Diky Wahyu Putra Fita Fitriyana Ike Noviyanti Ina Nur Fadhilah Krisna Wicaksono M Khoirul Hanafi M Nur Aziz Masyu Masajid Meliza Arrohmah M Fajar Bayu Saputra Muhammad Arif N Muhammad Azzam B Muhammad Sholeh F Nadlifa Uzlifatul J Nadya Larasati Octa Regita Yusuf Oky Novia Pertiwi Pradantyara H M D Puja Sukmawati Putri Erika S Qoni’atun Hikmah Rahmat Sugiarto Ratna Fatikawati Rizka Azhara Sholikin Tri Yulianto N Ulfah Nurhidayah PRE TEST 55 50 45 45 55 50 50 45 55 50 45 45 45 45 50 50 45 45 45 45 50 45 50 40 50 50 50 40 55 45 50 50 45 45 60 TEST CYCLE 1 63 56 56 59 60 75 50 59 63 68 50 63 50 50 50 50 50 50 50 63 56 65 72 50 68 65 75 50 68 50 50 63 50 56 65 TEST CYCLE 2 72 72 75 63 66 69 66 63 66 72 66 75 63 72 72 69 63 72 72 75 63 69 63 66 69 72 66 63 75 69 69 72 63 69 72 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 151 36 Yunita Dwi N 37 Zellin Uriske The average of the test 55 45 48.24 56 50 57.94 75 69 68.83 The Result of Pre Test and Test Cycle 1 NO NAMA PRE TEST 1 Alif Nurrohmah A 55 2 Anna Tri Yuni S 50 3 Annisa’ Nurrohmah 45 4 Aprilia Vernandita 45 5 Ardian Faisal Fahmi 55 6 Arini Septia Effendi 50 7 Arvian Sofyan Majid 50 8 Dhea Rosediana Dewi 45 9 Diky Wahyu Putra 55 10 Fita Fitriyana 50 11 Ike Noviyanti 45 12 Ina Nur Fadhilah 45 13 Krisna Wicaksono 45 14 M Khoirul Hanafi 45 15 M Nur Aziz 50 16 Masyu Masajid 50 17 Meliza Arrohmah 45 18 M Fajar Bayu Saputra 45 19 Muhammad Arif N 45 20 Muhammad Azzam B 45 21 Muhammad Sholeh F 50 22 Nadlifa Uzlifatul J 45 23 Nadya Larasati 50 24 Octa Regita Yusuf 40 25 Oky Novia Pertiwi 50 26 Pradantyara H M D 50 27 Puja Sukmawati 50 28 Putri Erika S 40 29 Qoni’atun Hikmah 55 30 Rahmat Sugiarto 45 31 Ratna Fatikawati 50 32 Rizka Azhara 50 33 Sholikin 45 34 Tri Yulianto N 45 35 Ulfah Nurhidayah 60 36 Yunita Dwi N 55 37 Zellin Uriske 45 Number of students improve score Number of students haven’t improve score Number of students passed KKM KKM 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 TEST CYCLE 1 63 56 56 59 60 75 50 59 63 68 50 63 50 50 50 50 50 50 50 63 56 65 72 50 68 65 75 50 68 50 50 63 50 56 65 56 50 33 4 - PASSED/ FAILED F F F F F P F F F P F F F F F F F F F F F P P F P P P F P F F F F F P F F 9 152 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 Number of students failed KKM Percentage number of students improve score 89% Percentage number of students haven’t improve 11% Percentage students passed KKM Percentage students failed KKM Table 4.8: The Result of Test Cycle 1 and Test Cycle 2 TEST N NAMA CYCLE1 O 1 Alif Nurrohmah A 63 2 Anna Tri Yuni S 56 3 Annisa’ Nurrohmah 56 4 Aprilia Vernandita 59 5 Ardian Faisal Fahmi 60 6 Arini Septia Effendi 75 7 Arvian Sofyan Majid 50 8 Dhea Rosediana Dewi 59 9 Diky Wahyu Putra 63 10 Fita Fitriyana 68 11 Ike Noviyanti 50 12 Ina Nur Fadhilah 63 13 Krisna Wicaksono 50 14 M Khoirul Hanafi 50 15 M Nur Aziz 50 16 Masyu Masajid 50 17 Meliza Arrohmah 50 18 M Fajar Bayu Saputra 50 19 Muhammad Arif N 50 20 Muhammad Azzam B 63 21 Muhammad Sholeh F 56 22 Nadlifa Uzlifatul J 65 23 Nadya Larasati 72 24 Octa Regita Yusuf 50 25 Oky Novia Pertiwi 68 26 Pradantyara H M D 65 27 Puja Sukmawati 75 28 Putri Erika S 50 29 Qoni’atun Hikmah 68 30 Rahmat Sugiarto 50 31 Ratna Fatikawati 50 32 Rizka Azhara 63 33 Sholikin 50 34 Tri Yulianto N 56 35 Ulfah Nurhidayah 65 36 Yunita Dwi N 56 37 Zellin Uriske 50 Number of students improve score Number of students decrease score Number of students passed KKM KKM 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 TEST CYCLE2 72 72 75 63 66 69 66 63 66 72 66 75 63 72 72 69 63 72 72 75 63 69 63 66 69 72 66 63 75 69 69 72 63 69 72 75 69 34 3 - 28 24% 76% PASSED/ FAILED P P P F P P P F P P P P F P P P F P P P F P F P P P P F P P P P F P P P P 29 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 153 Number of students failed KKM Percentage number of students improve score Percentage number of students decrease score Percentage students passed KKM Percentage students failed KKM CONCLUSION, IMPLICATION AND SUGGESTION 92% 8% - 8 78% 22% A. Conclusion Based on the result of the research findings, some conclusions can be drawn. First, the students can be easily making sentences from scrambled sentences. They also improve in building paragraphs from mixing sentences that gave in scrambled sentences. Besides, the students’ motivation and attitude toward English lesson especially in writing get better. Second, the result of the research shows that the use of scrambled sentences technique improved the students ability in writing recount text. It is shown from the scores they got in the test; both of the case of cycle 1 and cycle 2 are improve. The percentages of students’ scores had significant improvements after implementing the test. How far scrambled sentences can improve the students’ writing ability serves as follows: - There were from 89% students improve their scores after doing the test cycle 1 to 92% students improve their scores after doing the test cycle 2. - After doing test cycle 1 there were only 24% students passed the standard minimum score (KKM), it improves 78% students passed the standard minimum score after doing test cycle 2. B. Implication In teaching writing in Junior High School, it is important to implement any techniques which can attract the students’ attention and interest. The use of appropriate technique in conveying the materials during the teaching learning process will make the students have high motivation and interest in joining the lesson. It can also help them to receive and understand more materials. The use of scrambled sentences technique in teaching writing has proven in effective way to improve the students’ writing ability in the case of recount text. The research result shows that there are some improvements in the students’ writing ability and the students get more concentration during the lesson. The students can built some paragraphs based on some number of scrambled sentences given by the researcher. They were more interested, enthusiastic, and active during the teaching learning process. C. Suggestions Based on the experiences of the researcher during the action research, the researcher proposes some suggestions for the betterment of the students’ writing ability as follows: 1. For the teacher a. The teacher should know how to enhance their ability in teaching and to develop a good atmosphere in the class, so the students learn easily and comfortably in their class b. The teacher can use scrambled sentences technique as an alternative technique in teaching writing and the teacher should be creative to use it in order to make the students’ interest and the teaching learning process not feel bored. 2. For the students a. To improve students’ writing ability, all of the students have practice writing as much as possible. 154 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 b. Student in general should encourage themselves to learn more, ask what they do not know and learn as much as possible. 3. For the institution of education An institution of education should encourage and support the English teachers to improve the quality of their teaching. It can be done by providing some facilities in order to support the teaching learning process, so the teaching learning process can run effectively. 4. For other researcher a. The other researcher can get valuable experience which can be used for doing a better action research in the future. b. The other researcher can use this research as additional resources to conduct research about writing. REFFERENCES Burns, Anne. 1999. Collaborative Action Research for English Language Teachers. Cambridge: Cambridge University Press. Fauziati, Endang. 2009. Introduction to Methods and Approach in Second or Foreign Language Teaching. Surakarta: PT. Era Pustaka Utama. Freeman, Diane Larsen. 2003. Techniques and Principles in Language Teaching. Oxford: Oxford University Press. McNiff, Jean. 1992. Action Research: Principle and Practice. New York: Routledge. Nunan, David. 2003. Practical English Language Teaching. Singapore: Mc Graw Hill. Reid, Joy M. 1993. Teaching ESL Writing. USA: Prentice Hall Regents. Rodriques, M. V. 2000. Perspective of Communication and Communicative Competence. New Delhi: Concept Publishing Company Suryana, Nanan. 2008. Genre Reading Comprehension. Jakarta: PT. Perca. (http://teachingenglishonline.net/definition-of-writing-ability/) Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 VERBA LOKATIF DALAM KALIMAT TUNGGAL BAHASA JAWA (Kajian Struktur Sintaksis) Oleh: Bayu Indrayanto PBSD-FKIP Unwidha Klaten [email protected] Abstrak Verba lokatif dalam kalimat tunggal bahasa Jawa (kajian struktur sintaksis) dianalisis dari sisi bentuk, fungsi, dan peran.Bentuk verba lokatif dalam kalimat tunggal bahasa Jawa dapat berupa monomorfemis dan polymorfemis.Verba lokatif bahwa sifat nomina lokatif yang mengikuti verba lokatif inheren, bersifat intrinsik; nomina lokatif yang mengikuti verba lokatif takinheren, bersifat takintrinsik. Kata Kunci: kalimat tunggal, verba, verba lokatif. A. PENGANTAR Verba lokatif dalam bahasa Jawa mempunyai pengertian yang sama dengan dalam bahasa Inggris, seperti yang diungkapkan oleh Chafe dalam bukunya Meaning The Structure of Language (1970). Bahwa verba lokatif adalah verba yang mampu menghadirkan unsur nomina tempat/lokasi di dalam suatu kalimat. Kemampuan verba lokatif untuk menghadirkan nomina lokatif bersifat inheren dan takinheren/eksternal.Kemampuan inheren, artinya verba itu sudah otomatis menghadirkan nomina lokatif. Kemampuan takinheren/eksternal, artinya verba itu harus diderivasikan dahulu untuk dapat menghadirkan nomina lokatif (Chafe, 1970 : 156). Diungkapkan pula oleh Chafe bahwa sifat nomina lokatif yang mengikuti verba lokatif inheren, bersifat intrinsik; nomina lokatif yang mengikuti verba lokatif takinheren, bersifat takintrinsik.Namun demikian, ada juga nomina lokatif yang mengikuti verba lokatif inheren, bersifat takintrinsik.Nomina lokatif intrinsik, artinya nomina tersebut bersifat ketat, jelas, dan sudah secara eksplisit terkandung dalam verba lokatifnya.Nomina lokatif takintrensik, artinya nomina tersebut bersifat longgar, umum (general). Kejelasan tentang verba lokatif dan nomina lokatif yang mengikutinya dapat dilihat pada contoh-contoh berikut. (1) Ibu masak sayur. ‘Ibu memasak sayur’ (2) Adhik lagi adus. ‘Adik baru mandi’ Verba lokatif masak ‘memasak’ pada kalimat (1) bersifat inheren, artinya verba itu sudah mengandung nomina lokatif, yaitu di dapur.Dengan demikian, verba tersebut tanpa diikuti nomina lokatif pun tetap eksis sebagai verba lokatif.Selain itu, verba tersebut membangun relasi lokatif secara intrinsik, artinya arah relasi ke dalam verba itu. Verba adus ‘mandi’ mengandung nomina instrumen, sesuatu tempat yang digunakan untuk mandi yaitu di kamar mandi.Dengan itu, verba lokatif tersebut bersifat inheren (jenis nomina lokatif sudah tercermin di dalam verbanya).Akan tetapi, nomina yang mengikutinya bersifat takintrinsik, artinya, nomina itu bersifat longgar (tidak ketat).Ketidakketatan nomina itu ditandai dengan dapatnya bermacam-macam jenis lokatif yang mampu mengikuti 155 156 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 verbanya.Namun demikian, meskipun nomina itu bermacam-macam, jenis nomina itu masih di dalam satu wadah kehiponiman.Dengan demikian, nomina lokatif pada kalimat (2) bersifat takintrinsik. Keketatan nomina lokatif yang telah tercermin (hadir) di dalam verba lokatif dapat dilihat dengan kurang berterimanya kalimat berikut. (1a) Ibu masak sayur ing pawon. ‘Ibu memasak sayur di dapur’ Kehadiran satuan lingual ing pawon ‘di dapur’ justru membuat kalimat tersebut menjadi kaku dan kurang efektif. Memang, konstituen itu sebagai nomina lokatif, tetapi kehadirannya tidak dibutuhkan karena nomina lokatif itu sudah terkandung dalam verba lokatifnya. B. 1. LANDASAN TEORI Klasifikasi Kalimat Kalimat dalam bahasa Jawa menurut Sudaryanto (1992 : 70-179) diklasifikasikan menjadi tiga macam, yaitu: (1) Kalimat Tunggal Kalimat tunggal adalah kalimat yang terdiri atas S-P atau S-P-O saja (Sudaryanto,1992 : 68). Menurut Gorys Keraf kalimat tunggal adalah kalimat yang hanya terdiri dari dua unsur inti dan boleh diperluas dengan satu atau lebih unsur tambahan, namun unsur-unsur tambahan itu tidak boleh membentuk pola baru (1984: 152). Menurut Harimurti Kridalaksana, kalimat tunggal adalah kalimat yang terjadi dari satu klausa bebas (2001: 95). Kalimat tunggal menurut Ramlan adalah kalimat yang terdiri atas satu subjek dan satu predikat saja (2001: 43). Contoh kalimat tunggal : Adi tuku buku ‘Adi membeli buku’. (2) Kalimat Majemuk Menurut Sudaryanto kalimat majemuk adalah kalimat yang terdiri atas dua klausa atau lebih (1992 : 159). Menurut Ramlan kalimat majemuk adalah kalimat yang terdiri lebih dari satu klausa. Kalimat majemuk terdiri dari kalimat majemuk setara dan kalimat majemuk bertingkat (2001 : 29) (3) Kalimat Beruas Menurut Sudaryanto kalimat beruas adalah kalimat yang merupakan hasil penggabungan dua klausa atau lebih namun belum dapat disebut sebagai kalimat majemuk (1992 : 180). Kalimat beruas dibedakan menjadi beberapa jenis, yaitu : 1. Kalimat beruas lengkap Kalimat beruas lengkap adalah kalimat beruas yang unsurnya berupa klausa lengkap. Kelengkapan itu tampak sebagai struktur S-P. 2. Kalimat beruas tak lengkap Kalimat beruas tak lengkap adalah kalimat beruas yang klausa-klausa unsurnya berupa klausa tak lengkap. Kalimat berstruktur P-O + P-O dan P + P. 3. Kalimat beruas puntung Kalimat beruas puntung adalah kalimat beruas yang salah satu unsurnya berupa klausa puntung. Klausa puntung adalah penggalan dari konstituen sebuah klausa yang ditempatkan secara terpisah di bagian awal kalimat dan menjadi ruas tersendiri. Ramlan (2001 : 130-136) membagi kalimat berdasarkan jenis verba yang menduduki fungsi predikat, terdiri atas : 1. Kalimat verbal adjektif Kalimat ini predikatnya terdiri dari kata golongan verbal yang termasuk golongan kata sifat, atau frase yang unsur pusatnya berupa kata sifat (2001 : 132). Contoh: Dheweke pinter banget ‘ Dia sangat pintar’. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 157 2. Kalimat verbal intransitif Kalimat ini predikatnya terdiri dari kata golongan verbal yang termasuk golongan kata kerja yang intransitif, atau terdiri dari frase verbal yang unsur pusatnya berupa kata kerja intransitif (2001 : 133). Contoh: Ani turu ‘Ani tidur’. 3. Kalimat verbal aktif Kalimat ini predikatnya terdiri dari kata golongan verbal yang termasuk golongan kata kerja yang transitif, atau terdiri dari frase verbal yang unsur pusatnya berupa kata kerja transitif (2001 : 133). Contoh: Reni mangan roti ‘Reni makan roti’. 4. Kalimat verbal pasif Kalimat ini predikatnya terdiri dari kata golongan verbal yang termasuk golongan kata kerja yang pasif, atau terdiri dari frase verbal yang unsur pusatnya berupa kata kerja pasif (2001 : 133). Contoh: Bukune daktulisi ‘Bukunya saya tulisi’. 5. Kalimat verbal yang refleksif Kalimat ini predikatnya terdiri dari kata golongan verbal yang termasuk golongan kata kerja yang refleksif (2001 : 136). Contoh: Dedi lungguh ‘Dedi duduk’. 6. Kalimat verbal yang resiprok Kalimat ini predikatnya terdiri dari kata golongan verbal yang termasuk golongan kata kerja yang resiprok (2001 : 136). Contoh: Bocah loro balang-balangan watu ‘Dua anak saling melempar batu’. Berdasarkan klasifikasi kalimat di atas, maka dalam penelitian ini akan difokuskan pada kalimat verbal dan kalimat tunggal. Hal ini berdasarkan bentuk verba pengisi predikat yang terdapat pada kalimat serta banyaknya klausa yang terdapat dalam suatu kalimat. 2. Makna Slamet Mulyana menuturkan bahwa sebagai unit terkecil dari perbendaharaan sebuah bahasa, kata mengandung dua aspek bentuk/ekspresi dan aspek isi/makna. Bentuk/ekspresi adalah segi yang dapat diserap pancaindra sedangkan aspek isi/makna adalah segi yang menimbulkan reaksi karena aspek bentuk tadi (1964 : 42). Bentuk adalah kata atau tanda bunyi filosofis, sedangkan isi adalah reaksi yang timbul berupa gagasan. Apabila tanda linguistik itu disamakan dengan kata maka berarti makna adalah pengertian atau konsep yang dimiliki oleh setiap kata. Menurut Harimurti Kridalaksana makna memiliki pengertian: 1) maksud pembicaraan; 2) pengaruh satuan bahasa dalam pemahaman persepsi atau perilaku manusia; 3) hubungan dalam arti kesepadanan atau ketidaksepadanan antara bahasa dan alam di luar bahasa, atau antara ujaran dan semua hal yang ditunjuknya; 4) cara menggunakan lambang-lambang bahasa (2001 : 132). Berdasarkan pengertian makna di atas, dapat disimpulkan bahwa makna adalah cara menggunakan lambang bahasa yakni pengeluaran gagasan berupa pengertian yang dimiliki oleh lambang bahasa tersebut. Pengertian yang telah dikeluarkan dapat digunakan untuk mengetahui maksud pembicara. Guna menunjang keperluan analisis, ada dua macam jenis makna yang diperlukan yaitu makna leksikal dan makna gramatikal. Pengertian dari kedua makna itu sebagai berikut. Makna Leksikal Makna leksikal adalah makna unsur-unsur bahasa sebagai lambang benda, peristiwa, dan lain-lain. Makna leksikal ini dipunyai unsur-unsur bahasa lepas dari penggunaannya atau konteksnya (Harimurti Kridalaksana, 2001: 133). Menurut Abdul Chaer makna leksikal adalah makna yang dimiliki atau ada pada leksem meski tanpa konteks apa pun, dapat juga dikatakan bahwa makna leksikal adalah makna yang sebenarnya, makna yang sesuai dengan hasil observasi indra atau makna apa adanya (1994 : 189). Makna lesikal menurut Sry Satriya 158 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 Tjatur Wisnu Sasangka adalah makna sebuah kata ketika kata itu masih berdiri sendiri atau ketika kata itu masih bebas (2001 : 199). Makna leksikal tidak tergantung dengan kalimat sebab makna leksikal sebuah kata dapat dilihat dalam kamus. Berdasarkan pengertian tersebut dapat disimpulkan bahwa makna leksikal adalah makna sebenarnya dari suatu kata ketika kata tersebut masih berdiri sendiri dan belum terikat dengan unsur yang lain. Makna Gramatikal Makna gramatikal adalah hubungan antara unsur-unsur bahasa dalam satuan-satuan yang lebih besar (Harimurti Kridalaksana, 2001 : 132). Menurut Sry Satriya Tjatur Wisnu Sasangka, makna gramatikal adalah makna suatu kata dalam sebuah kalimat. Artinya makna suatu kata harus dihubungkan dengan kalimatnya (2008 : 200), sedangkan makna gramatikal menurut Abdul Chaer adalah makna suatu kata yang timbul karena adanya proses gramatikal seperti afiksasi, reduplikasi, komposisi atau pengulangan kata. Komposisi berupa penggabungan kata, dan kalimatisasi berupa pemakaian kata dengan kata, frase atau klausa menjadi sebuah kalimat (1994 : 290). Berdasarkan pengertian tersebut dapat disimpulkan bahwa makna gramatikal adalah makna suatu kata yang sudah mengalami proses gramatikal dan terangkai dalam sebuah kalimat. 3. Verba Verba adalah semua kata yang menyatakan perbuatan atau laku (Gorys Keraf, 1984: 64). Verba menurut Harimurti Kridalaksana adalah kelas kata yang biasanya berfungsi sebagai predikat yang tidak mungkin berpotensi untuk diawali dengan kata ‘lebih’ (2001 : 226). Verba menurut Soepomo Poedjosudarmo dkk. adalah jenis kata yang menunjukkan tindakan atau perbuatan suatu makhluk (1979 : 22). Wedhawati, dkk. mendefinisikan verba sebagai kategori kata yang menyatakan perbuatan, peristiwa atau keadaan yang secara dominan menduduki fungsi predikat (1990 : 7). Verba menurut Ramlan adalah kata-kata pada tataran klausa yang cenderung menduduki predikat dan pada tataran frasa dapat dinegatifkan dengan kata ‘tidak’ (2001 : 49). Berdasarkan beberapa pengertian di atas, dapat disimpulkan bahwa verba termasuk kelas kata yang menyatakan perbuatan, berfungsi sebagai predikat dalam kalimat, tidak berpotensi diawali dengan kata ‘lebih’ atau “luwih” dalam bahasa Jawa, dan dapat dinegatifkan dengan kata ‘tidak’atau “ora” dalam bahasa Jawa. Secara sintaktis verba adalah kategori keterangan gramatikal yang mempunyai ciri-ciri sebagai berikut. 1. Verba dapat diingkarkan dengan kata ’tidak’ yang sejajar dengan kata “ora”dalam bahasa Jawa, tetapi tidak dapat diingkarkan dengan kata ’bukan’ yang sejajar dengan kata “dudu”dalam bahasa Jawa. 2. Verba tidak dapat berangkai dengan kata’paling’ yang sejajar dengan kata “dhewe” dalam bahasa Jawa sebagai makna superlatif. Jadi tidak ada bentuk seperti: ngimpi dhewe. 3. Verba memiliki fungsi utama sebagai predikat atau inti predikat di dalam kalimat meskipun pula mempunyai fungsi lain. 4. Verba aksi/verba yang mengandung makna perbuatan atau tindakan tidak dapat berangkai dengan kata yang menyatakan makna ‘kesangatan’ yang sejajar dengan kata “banget” dalam bahasa Jawa. Jadi tidak ada bentuk seperti: mulih banget. 5. Verba aksi dapat diikuti fungsi sintaksis keterangan yang didahului kata ‘dengan’ yang sejajar dengan kata “karo” atau “kanthi” dalam bahasa Jawa. 6. Verba aksi dapat dijadikan bentuk perintah, sedangkan verba proses dan keadaan tidak, misalnya: sinau ! tetapi tidak ada bentuk ngimpi ! (Ramlan, 2001: 67). Secara morfologis verba mencakup kategori-kategori sebagai berikut. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 159 1. Kategori D dengan kemungkinan duplikasinya. 2. Kategori N-D (baik berpasangan dengan di-D maupun tidak), N-D-i, N-D-ake, masing-masing dengan kemungkinan duplikasinya. 3. Kategori di-D, di-D-ake, di-D-i, dan kemungkinan duplikasinya. 4. Kategori tak-D, tak-D-i, tak-D-ake, tak-D-e, tak-D-ane, tak-D-ne, kok-D-i, kok-D-ake. 5. Kategori ka-D, ka-D-an, K-D-ake, in-D, in-D-ake, dan kemungkinan duplikasinya. 6. Kategori D-en, D-ana, D-na, dan kemungkinan duplikasinya (Edi Subroto, dkk 1994: 20). Pada umumnya verba bahasa Jawa diklasifikasikan menjadi dua kelas, yaitu: 1. Verba kelas I Verba kelas I adalah verba yang terdapat dalam kategori N-D yang diperkirakan dapat berpasangan dengan di-D. Contoh : mangan berpasangan dengan dipangan. 2. Verba Kelas II Verba kelas II yaitu verba yang terdapat dalam kategori N-D yang tidak dapat berpasangan dengan di-D. Contoh: mbadhut tidak dapat berpasangan dengan *dibadhut (Edi Subroto dkk., 1994: 22). Berdasarkan dua klasifikasi verba tersebut, secara umum verba antipasif dapat dimasukkan ke dalam golongan verba kelas II. C. PEMBAHASAN Pembahasan mengenai bentuk, fungsi dan peran verba lokatif dalam kalimat tunggal bahasa Jawaakan dibahas secara besamaan. Bentuk verba lokatif berkaitan dengan bidang morfologis yang digolongkan ke dalam bentuk monomorfemis dan polimorfemis.Fungsi dan peran verba lokatif ada kaitannya dengan argumen yang mendampingi dalam satu bentuk kalimat.Fungsi merupakan hubungan antara unsur-unsur bahasa dalam ujaran, sedangkan peran merupakan hubungan predikator dengan sebuah nomina. Pada data berikut ini akan dibahas mengenai bentuk, fungsi dan peran yang mampu ditempati verba lokatif dalam kalimat sebagai berikut. (3) Simbah nembe sare. ‘Simbah baru tidur.’ Verba sare ‘tidur’ mengandung nomina instrumen, sesuatu tempat yang digunakan untuk tidur yaitu di kamar tidur.Dengan itu, verba lokatif tersebut bersifat inheren (jenis nomina lokatif sudah tercermin di dalam verbanya).Akan tetapi, nomina yang mengikutinya bersifat takintrinsik, artinya, nomina itu bersifat longgar (tidak ketat).Ketidakketatan nomina itu ditandai dengan dapatnya bermacam-macam jenis lokatif yang mampu mengikuti verbanya.Namun demikian, meskipun nomina itu bermacam-macam, jenis nomina itu masih di dalam satu wadah kehiponiman.Dengan demikian, nomina lokatif pada kalimat (3) bersifat takintrinsik.Verba sare ‘tidur’ pada data (3) secara morfologi berbentuk monomorfemis. Data (3) merupakan kalimat tunggal yang mengandung verba lokatif monomorfrmis berupa kata sare ‘tidur,’ dengan struktur kalimat: Simbah/Nom + nembe sare/FV. S P Kata simbah dalam kalimat tersebut menempati fungsi S, dan nembe sare ‘baru tidur’ menempati fungsi P. Adapun kategori yang menempati kalimat (3) adalah simbah sebagai nomina, dan nembe sare ‘baru tidur’ berupa frase verba.Peran verba lokatif kalimat (3) adalah refleksif.peran argumen pendamping adalah kata simbah sebagai agentif. Makna 160 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 gramatikal Simbah nembe sare adalah suatu tindakan kondisional(keadaan) yang mengenai dan atau dimanfaatkan atau dinikmati oleh pelaku (agen). (4) Budhe nembe tandur. ‘Budhe baru menanam (padi).’ Verba lokatif tandur ‘menanam’ pada kalimat (4) bersifat inheren, artinya verba itu sudah mengandung nomina lokatif, yaitu di sawah.Dengan demikian, verba tersebut tanpa diikuti nomina lokatif pun tetap eksis sebagai verba lokatif.Selain itu, verba tersebut membangun relasi lokatif secara intrinsik, artinya arah relasi ke dalam verba itu.Verba tandur ‘menanam’ pada data (4) secara morfologi berbentuk monomorfemis. Data (4) merupakan kalimat tunggal yang mengandung verba lokatif monomorfrmis berupa kata tandur ‘menanam,’ dengan struktur kalimat: Budhe/N + nembe tandur/Frase Verba. S P Kata Budhe dalam kalimat tersebut menempati fungsi S, dan nembe tandur ‘baru menanam’ menempati fungsi P. Adapun kategori yang menempati kalimat (3) adalah Budhe sebagai nomina, dan nembetandur ‘baru menanam’ berupa frase verba. Peran verba lokatif kalimat (4) adalah aktif.Peran argumen pendamping adalah kata Budhe sebagai agentif. Makna gramatikal Budhe nembe tandur adalah suatu tindakan aktif yang dilakukan oleh pelaku (agen). (5) Saiki dheweke wis kuliyah. ‘Sekarang dia sudah bersekolah (di perguruan tinggi).’ Verba kuliyah ‘bersekolah’ mengandung nomina instrumen, sesuatu tempat yang digunakan untuk bersekolah yaitu di sebuah perguruan tinggi.Dengan itu, verba lokatif tersebut bersifat inheren (jenis nomina lokatif sudah tercermin di dalam verbanya).Akan tetapi, nomina yang mengikutinya bersifat takintrinsik, artinya, nomina itu bersifat longgar (tidak ketat).Ketidakketatan nomina itu ditandai dengan dapatnya bermacam-macam jenis lokatif yang mampu mengikuti verbanya.Namun demikian, meskipun nomina itu bermacammacam, jenis nomina itu masih di dalam satu wadah kehiponiman.Dengan demikian, nomina lokatif pada kalimat (5) bersifat takintrinsik.Verba kuliyah ‘bersekolah’ pada data (5) secara morfologi berbentuk monomorfemis. Data (5) merupakan kalimat tunggal yang mengandung verba lokatif monomorfrmis berupa kata kuliyah ‘bersekolah,’ dengan struktur kalimat: Saiki/Adv + dheweke/Nom + wis kuliyah/FV. Ket S P Kata dheweke dalam kalimat tersebut menempati fungsi S, dan kuliyah ‘bersekolah’ menempati fungsi P, dan kata saiki ‘sekarang’ menempati fungsi keterangan. Adapun kategori yang menempati kalimat (5) adalah dheweke sebagai nomina,kuliyah ‘bersekolah’ berupa verba, dan saiki ‘sekarang berupa adverbia.Peran verba lokatif kalimat (5) adalah refleksif.peran argumen pendamping adalah kata dheweke sebagai agentif. Makna gramatikal saiki dheweke wis kuliyahadalah suatu tindakan kondisional (keadaan) yang mengenai dan atau dimanfaatkan atau dinikmati oleh pelaku (agen). D. SIMPULAN Verba lokatif dalam kalimat tunggal bahasa Jawa (kajian struktur sintaksis) dapat dianalisis dari sisi bentuk, fungsi, dan peran.Bentuk verba lokatif dalam kalimat tunggal bahasa Jawa dapat berupa monomorfemis dan polymorfemis.Verba lokatif bahwa sifat nomina lokatif yang mengikuti verba lokatif inheren, bersifat intrinsik; nomina lokatif yang mengikuti verba lokatif takinheren, bersifat takintrinsik.Namun demikian, ada juga nomina lokatif yang mengikuti verba lokatif inheren, bersifat takintrinsik.Nomina lokatif intrinsik, artinya nomina tersebut bersifat ketat, jelas, dan sudah secara eksplisit terkandung dalam Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 161 verba lokatifnya.Kalimat yang terdapat verba lokatif kebanyakan berpola S dan P, dengan fungsi sintaksis verba lokatif berupa predikat dengan kategori verba/frase verba. DAFTAR PUSTAKA Harimurti Kridalaksana. 1990. Kelas Kata Dalam Bahasa Indonesia. Jakarta: PT Gramedia. .................2011. Kamus Linguistik. Jakarta : PT Gramedia. Henry Guntur Tarigan. 1984. Prinsip-prinsip Dasar Sintaksis. Bandung: Angkasa. Maryono Dwiraharjo. 2004. Kata Kerja Pasif {di-} dalam Bahasa Jawa. Jakarta: WYNT Grafika. M. Ramlan. 2001. Sintaksis. Yogyakarta : CV. Karyono. Paina Partana. dkk. 1990. Sintaksis Jawa. Surakarta : Universitas Sebelas Maret. Slamet Mulyana. 1964. Semantik. Jakarta: Mutiara. Soepomo Poedjosudarmo. dkk. 1979. Morfologi Bahasa Jawa. Yogyakarta : Pusat Penelitian Bahasa. Wedhawati. dkk. 1990. Tipe-tipe Semantik Verba Bahasa Jawa. Jakarta : Departemen Pendidikan dan Kebudayan. TENTANG PENULIS Bayu Indrayanto, S.S., M.Hum. Lahir di Grobogan, 20 Juni 1984. Saat ini penulis tinggal di Jl. Manahan II No. 42, Jonggrangan RT 03/07, Klaten Utara, Klaten, Jawa Tengah 57435.Pendidikan Sekolah Dasar s.d. SMU diselesaikan di Grobogan, yakni SD N III Purwodadi (1996), SMP N I Purwodadi (1999), dan SMU N I Grobogan (2002). Gelar Sarjana Sastra (S-1) di raih di Jurusan Bahasa Jawa (daerah), bidang linguistik, Fakultas Sastra dan Seni Rupa UNS (2006) dengan Skripsi “Pemakaian Bahasa Jawa Oleh Etnik Batak di Kecamatan Jebres Kota Surakarta.”Lulus S-2 dari Progdi Linguistik Program Pascasarjana UNS (2011). Penulis saat ini mengajar di Progdi PBSD FKIP Universitas Widya Dharma Klaten sejak tahun 2008 sampai sekarang. Mata kuliah yang pernah diampu di perguruan tinggi antara lain : Wacana, Sosiolinguistik, Psikolinguistik, Sintaksis Bahasa Jawa I dan II. Penulis senantiasa berharap dapat berdiskusi, belajar dan sharingideas dengan berbagai praktisi bahasa dan sastra di mana pun berada. Bagi yang berminat untuk menjalin silaturahmi dengan penulis dapat hubungi di HP 0856 4314 4125 atau surel :[email protected] atau [email protected]. Marilah kita berkerja sama dan berkarya untuk kemaslahatan bersama sebagai bekal di dunia dan akhirat. Amin. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 INTERLANGUAGE PRAGMATICS OF SUGGESTION BY INDONESIAN EFL LEARNERS Hanif Safika Rizky Muhammadiyah University of Surakarta [email protected] ABSTRACT This study is pragmatic study on Indonesian EFL learners in interlocutors to express giving suggestion strategies. This study was conducted to analyze the suggestion strategies and politeness strategies used by Indonesian EFL learners by using qualitative approach. Subjects of this study are twenty of first semester and twenty of third semester by Indonesian EFL learners in Java. Data for this study is taken from respondents through the Discourse Completion Task (DCT) which consisted of nine situations with different familiarities and social status. Respondents in each semester are asked to write the expression of giving suggestion to complete the DCT. Their responses are collected to be analyzed based on the suggestion strategies by Guerra and Martinetz and also to be analyzed based on the politeness strategies by Brown and Levinson. The findings of the study show that most of the respondents from Indonesian EFL learners utilized Direct Suggestion in the form of performative verb and imperative, followed by Conventionalized Forms Suggestion in the form of possibility, should, conditional, recommend, interrogative forms. The other finding that Indonesian EFL learners utilized Bald On-Record strategies of politeness in their giving suggestion. Keywords: interlanguage pragmatic, suggestion strategies, politeness strategies A. INTRODUCTION Interlanguage pragmatic is branch of linguistics. It is the study about the language produced by foreign language or second language learners. If we know a lot about the interlanguage pragmatic, we are able to detect the country of person. According to Huang (2010:682) “Interlanguage Pragmatics theory, the two pillars of the theory of pragmatics and second language acquisition theory are cross-cultural language learning of the study”. So, when we learn about interlanguage pragmatic, we can know the characteristic of each regions and countries. The suggestion can be from family, friends, and other persons. It can happen anywhere and any times. Many previous studies investigated about how to use suggestion strategies by EFL/ESL learners in some countries such as Iran, Chinese, Persia, and Indonesia. Many previous studies had investigated how to increase pragmatic competence in suggestion speech act by EFL/ESL learners with kinds of instructions (e.g., Pishghadam & Sharafadini, 2011; Bu, 2011; Salemi, Rabiee & Ketabi, 2012; Rajabi & Farahian, 2013; Jayantri, 2014; Gu, 2014; Farnia, Sohrabie & Sattar, 2014; Aminifard, Safaei & Askari, 2014; and Abolfathiasl & Abdullah, 2015). Those particularly addressed whether culture, social distance in relation with gender influences in producing the type of suggestion strategies through oral and written. Most studies were conducted for the both of native and non-native speaker, the random learners and the same semester. This study aims at understanding how Indonesian EFL learners in Java region apply suggestion strategy and politeness strategy. Knowing whether environment becomes the 162 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 163 influent produce the suggestion strategies in communication. So, the writer is very interested in conducting research on suggestion strategy used by Indonesian EFL learners in Java district. This study will take the first semester and the third semester students of English Department of which university as the subjects and the title of this research is Interlanguage Pragmatics of Suggestion by Indonesian EFL Learners. B. LITERARY REVIEW Learners learn forein language which is not first language. They face the difference with the first language. Researching forein language is part of several specializations in interlanguage studies. According to Kasper & Blum-Kulka (1993:3) “ILP is one of several specializations in interlanguage studies, contrasting with interlanguage phonology, morphology, syntax, and semantics. As a subset of pragmatics, ILP figures as a sociolinguistic, psycholinguistic, or simply linguistic enterprise, depending on how one defines the scope of pragmatics”. Interlanguage pragmatic is close with sociolinguistic or psycholinguistic because of the correlation by pragmatic. Some of few researchers had researched about interlanguage pragmatic of speech act. The first previous study is Pishghadam & Sharafadini (2011). They investigated to conduct a contrastive analysis between English and Persian with regard to suggestion speech act. To this end, some Iranian university students were asked to complete a Discourse Completion Task (DCT) consisting of six situations in which their suggestion act was explored. The research data was analyzed using percentage and Chi-square test. The study findings were compared with the previous research carried out by Jiang (2006) exploring natives’ use of suggestion act in order to detect the similarities and variations between 2 cultures. The results revealed the variations in almost most of the suggestion types. Furthermore, gender proved to be a significant factor in the production of suggestion strategies. Finally, pedagogical implications were discussed in the context of second language learning. The second previous study is Bu (2011). He investigated pragmatic transfer in suggestion strategies by Chinese learners of English. The subjects of the study include ten native English speakers, ten Chinese learners of English and ten native Chinese speakers. All of them are university students. The classification of suggestion strategies is mainly based on Hinkel’s study. The data is collected by means of a Discourse Completion Test questionnaire. The Chi-square test is used to compare frequencies of the use of suggestion strategies by the native English group, by the Chinese learner of English group and by the native Chinese group. Results indicate that although all three groups use opting out suggestion strategies the most frequently and direct suggestion strategies the least frequently, the Chinese learner of English group displays direct suggestion strategies and hedged suggestion strategies more frequently than the native English group. Such pragmatic transfer is transferred from Chinese culture and teaching induced errors respectively, which provides pedagogical implications for both language teachers and language learners. The third previous study is Jayantri (2014). She investigated the pragmalinguistic forms used in the suggestion and to describe the differences of strategies suggestions both by fourth semester female and male students of English Department Muhammadiyah University in the speaking class 2011. This study uses descriptive qualitative method. The data are the written text of suggestion utterances used in the speaking class 2011. The data of both pragmalinguistic forms were analyzed by MartinezFlor and the differences of strategies suggestions were analyzed by Martinez-Flor. The technique of data collection are Observation in the Speaking Class, Recording the data of using DCT, Interview of the data, Classifying Suggestion the DCT of English Department of UMS. The research finding showed that there are eight kinds of suggestion utterance: direct performative verb, direct noun of suggestion, conventionalized forms possibility/probability, 164 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 conventionalized forms should, conventionalized forms conditional, indirect impersonal, hints, and certain modals and semi-modals used in the speaking class. The similarities between this study and the previous study are how use of suggestion strategies by EFL learners. The writer focus on the variety of suggestion strategies by EFL learners. The difference between this research and the previous studies are from the subjects are involved. The writer in this research uses the first semester and the third semester in English Department. The location of subject is in the Java region of Indonesia. The title of this study isInterlanguage Pragmatics of Suggestion by Indonesian EFL Learners. Pragmatics is branch of linguistics which is concern the meaning based on the context. Pragmatics studies how people understand and produce a communicative act or speech act in a situation which is generally a conversation. It is the way in appreciate everybody because people have different words to deliver their think in the same understanding. Pragmatic data consist of utterances. According to Yule (1996:3) stated that “pragmatics is concerned with the study of meaning as communicated by a speaker or writer and interpreted by a listener or reader”. When we communication of course involving between speaker and listener and they are able to understand each other if they know the meaning utterance or sentences in communication.Pragmalinguistics is part of pragmatics, so pragmalinguistics and pragmatics are connected each other. According to Leech in Archer (2005:4) is aware that “specific pragmatic descriptions ultimately have to be relative to specific social conditions”. According to Leech in Fauziati (2009: 210) “proposes two further pragmatic systems.” Pragmalinguistics, which accounts for the more linguistic end of pragmatics, a particular resource which a given language provides for conveying particular illocutions and Sociopragmatics which studies the more specific ‘local’ condition of language use. Pragmatic system has two features, they are pragmalinguistics and sociopragmatics. So, pragmalinguistics and sociolinguistics have correlation in making pragmatics. Everyday in our life, we need communication so we are called social human. According to Rickheit (2008:1) “communicative competence is fundamental for a successful life in our society as it is of great importance for all areas of life”. Communication can happen in verbal and non-verbal. The communication well can occur if we have knowledge or capability in communication. Pragmatic competence is the ability to make use of a variety of language functions. We can certainly define the appropriate use of language in different situation. So, we have to say something based on the situation itself. According Chomsky in Ifantidou (2014:2) “pragmatic competences is the characterizes as knowledge of the conditions, appropriate manner and purposes of language use, due to which communicators can relate intentions and purposes to the linguistic means at hand”. Interlanguage is nonnative speakers when they use a foreign language in their second language. There are different ways of nonnative speakers when using a foreign language compared to the native speaker itself. According to Kasper & Blum-Kulka (1993: 196) “interlanguage pragmatics is concerned with the ways in which nonnatives do things with words in a second language. The phenomena investigated from this perspective may relate to both pragmatic and discourse knowledge”. When we talk about interlanguage, it can be related to both pragmatic and discourse knowledge. Speech act can be classified in three categories. There are locutionary act, illocutionary act, and perlocutionary act. The description of the category speech act is based from Austin and Searle. In utterances have the goal and the function. Base on the goal of utterance we can use speech act. The term speech act was made by Austin (1962) and developed by Searle (1969). Austin makes between three kinds of speech act, there are: “Locutionary act, it is performing the act of saying something. The example is he said to me ‘Shoot her!’ meaning by ‘shoot’ shoot and referring by ‘her’ to her. Illocutionary act, it is performing an act in saying something. The example is he urged (or Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 165 advised, ordered) me to shoot her. Perlocutionary act, it is performing an act by saying something. The example is he persuaded me to shoot her. There are kinds of the speech act of suggestion according to Guerra and Martinez study (2006) with four categories there are Direct Suggestion, Formalized Forms; Indirect Suggestion; and Non-Conventionalized Forms. Categories of Direct Suggestionsare divided into Performative Verb with example is “I suggest that you” and Imperative with example “trying using…”. Category of Conventionalized Forms are divided into Interrogative Forms, Possibility, Should, Conditional, Need, and Recommend. Category of Indirect Suggestions is divided into Impersonal. Category of Non-Conventionalized Forms are divided into Inclusive ‘we’, Other Formulae such as Obligation, Likes and Dislikes, Just Giving Suggestion without using any structure, and Not Giving a Suggestion. Brown and Levinson agree with Lakeoff that the foremost aim of politeness is avoiding conflict. The politeness has the goal to give care and respect each other. Brown and Levinson sum up human politeness behaviour in four strategies: bald on record, positive politeness, negative politeness, and off-record-indirect strategy (Brown and Levinson, 1987:92).The bald on-record strategy does nothing to minimize threats to the hearer's “face”. There are two strategies; those are cases of non-minimization of the face threat and cases of FTA-oriented bald-on-record-usage. The positive politeness strategy shows you recognize that your hearer has a face to be respected. It also confirms that the relationship is friendly and expresses group reciprocity.According to Brown and Levinson (1987: 103-129), there are fifteen strategies can be used to express positive politeness. The negative politeness strategy recognizes the hearer's face.Negative politeness is redressive action addressed to the H’s negative face, i.e., his want to have his freedom of action unhindered and his action unimpeded. Brown and Levinson (1987) regard negative politeness as the heart of respect behaviour, performing the function of minimizing the particular imposition that the FTA unavoidably effects.According to Brown and Levinson (1987), negative politeness are divided into five strategies: be direct, don’t presume, don’t coerce hearer, communicate speaker’s want to not impinge on hearer, redress other wants of hearer’s.Off-record indirect strategies take some of the pressure off. According to Brown & Levinson (1987:211), the last strategy of politeness is off record indirect strategies. If a speaker wants to do an FTA, but wants to avoid the responsibility for doing it, he can do it off record and leave it up to the addressee to decide how to interpret it. Off record more indicated to ‘indirect speech’. Off record strategy consist of two main strategies, there are invite conversational implicature and be vague or ambiguous. C. RESEARCH METHOD The approach this research is a qualitative method with the type of survey. This type of research is chosen because the data are one of social phenomena that is language usage. In this research, the writer collects the data of suggestion strategy by Indonesian EFL learners. This research has function to know how Indonesia EFL learners understanding. A research includes research questions, data collection, analysis, interpretation and report writing. According to Creswell (2007:6) “The research follows the basic process of research such as introduction, questions, methods of data collection and analysis”. The object of this research is suggestion strategies and politeness strategies were used in written expression used by Indonesian EFL learners. The subjects of this research are Indonesian EFL learners in Java. The number of this subject is forty persons. They are twenty persons of first semester and twenty persons of third semester of English department on Muhammadiyah University of Surakarta. The data of the research are written data of the suggestion strategies and politeness strategies used by Indonesian EFL learners. The data source is taken from the result of 166 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 discourse completion tasks (DCTs) that included the suggestion strategies and politeness strategies done by Indonesian EFL learners. The data were collected by DCTs. The data were collected from EFL Indonesian learners in Java. Researcher made DCTs in short written description of scenarios. The DCTs is completed with some instructions how the learners or the informants should give their answers. The learners were asked to write the suggestion sentences what he or she would say, based on the provided situations (Brown, 2001). Adding the social situations in DCTs are controlled, expected the instrument is capable of bring out responses that reflect social status and other contextual variables (Kwon, 2004). Technique of Analyzing Data is after gathering the data, the writer analyzed the data by doing some steps, as follows: the first is giving code to the data. The writer gives the code that consisted of describing from Discourse Completion Test/ Semester/ Number of the Sentence/ Using Suggestion Strategy;the second is finding out suggestion strategies are used by Indonesian EFL learners in different semesters used the type of suggestion strategies based on Guerra and Martinez’s theory; the third is detecting politeness in the use of suggestion Indonesian EFL learners based on by Brown and Levinson’s theory; and the last is drawing conclusion. D. 1. RESEARCH FINDING AND DISCUSSION Suggestion Strategies Conducted by Indonesian EFL Learners in the different Semesters The suggestion strategies conducted by Indonesian EFL learners in the different semesters. The data of suggestion strategies were analyzed using the theory of suggestion strategy by Guerra and Martinez. The first situation (DCT1) The first DCT was equal status in working place. The learners acted as worker in a work place that they have a close friend. The situation was you giving a suggestion to a close friend who has condition is not being healthy in the work day and the same time your close friend has wedding invitation. Participants of Indonesian EFL learners came from the first semester and the third semester. The first DCT, the writer founded the different variation of the first semester used four categories of suggestion strategies consisted of DS, CFS, NCFS, and InS while the third semester used three categories of suggestion strategies consisted of DS, CFS and NCFS. The first semester used Direct Suggestion (DS) 75% almost similar learners of the third semester used Direct Suggestion (DS) 60%, Conventionalized Forms Suggestion (CFS) 15% by the first semester less than Conventionalized Forms Suggestion (CFS) 35% by the third semester, Indirect Suggestion (InS) 5% by the first semester but the third semester did not use it, and Non-Conventionalized Forms Suggestion (NCFS) 5% by the both semester. The most category of suggestion strategies was DS by the both semester, followed CFS and the least category of suggestion strategies was NCFS and InS. It could be seen the following as: Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 167 a) b) c) d) Direct Suggestion (DS) 1. Performative Verb (PV) (DCT1/ST1/05/PV) I suggest you to take rest in home and I will inform your boss that you are not able to come. (DCT1/ST3/01/PV) I suggest you go to your friend’s wedding party and I will tell CEO that you are in bad condition now. 2. Imperative (It) (DCT1/ST1/01/It) Please, take a rest today or your recovery because you still have tomorrow for your job. (DCT1/ST3/12/It) I prefer for you to get someone who can send your praise and honor to the couples who have married. Have someone to tell to your Boss that you cannot come to office. Get someone to send your permission to leave work or medical record from doctor that states that you are sick. Conventionalized Forms Suggestion (CFS) 1. Conditional (C) (DCT1/ST1/04/C) You have obligation in our job place, so if you finished your job you can go to your friend marriage but if you not finished it yet, you have to finished it first. 2. Interrogative Forms (IF) (DCT1/ST3/03/IF) Hey Dude, I feel not good with my body. Can you replace me to come a meeting? If you help me it is very good friend. 3. Possibility (P) (DCT1/ST1/09/P) You may take a permission both are your working and wedding invitation. 4. Recommendation (R) (DCT1/ST3/07/R) I recommend you to go to doctor first so you can do your activity. 5. Should (S) (DCT1/ST3/09/S) Nadia you look so pale, I thought you should go to the doctor and have rest at home. You shouldn’t to have work and go to wedding ceremony. Indirect Suggestion (InS) 1. Impersonal (Is) (DCT1/ST1/02/Is) It’s better if you not come to the wedding and rest in home. Non-Conventionalized Forms Suggestion (NCFS) 1. Obligation (O) (DCT1/ST1/03/O) You must take a rest. (DCT1/ST3/02/O) You must give him a call first after you recovered then just go and visit to congratulate their marriage. Based on the chart 1 and examples above, the writer founded sameness and difference that learners of the first semester used four categories of suggestion, there were DS, CFS, InS, and NCFS with six strategies while learners of the third semester used three categories of suggestion, there were DS, CFS, and NCFS with six strategies. The first semester and the third semester used strategies of DS which consisted of It and PV. The first semester used strategies of CFS which consisted of C and P while the third semester used strategies of CFS consisted of IF, R, and S. The first semester used strategy of InS was impersonal but the third semester did not use it. Then, the first semester and the third semester used strategy of NCFS was O. 168 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 2. Politeness Strategies Conducted by Indonesian EFL Learners in the different Semesters The politeness strategies conducted by Indonesian EFL learners in the different semesters. They from different semester who consisted of the first semester and the third semester in university. The data were analyzed using the theory of politeness strategy by Brown and Levinson. There are four major categories of politeness strategies. There are bald on record, positive politeness, negative politeness, and off-record-indirect strategy (Brown & Levinson, 1987:92). The first situation (DCT1) The first DCT was equal status in working place. The learners acted as worker that they have a close friend. The situation was you giving a suggestion to a close friend who has condition is not being healthy in the work day and the same time your close friend has wedding invitation. The first DCT, writer founded participants of Indonesian EFL learners who consisted of the first semester and the third semester used some politeness strategies in giving a suggestion. Some of them used suggestion strategies which sameness and difference in DCT 1. The writer founded politeness of the first semester used Bald on-Record (BOR) 45%, Negative Politeness (NP) 30%, Off-Record Indirect (ORI) and Combination Strategy (CS) 20% while the third semester used Bald on-Record (BOR) 85% and Combination Strategy (CS) 15% . a) Bald On-Record (BOR) (DCT1/ST1/05/BOR) I suggest you to take rest in home and I will inform your boss that you are not able to come. (DCT1/ST3/01/BOR) I suggest you go to your friend’s wedding party and I will tell CEO that you are in bad condition now. The examples above were taken from the first semester and the third semester. The examples above used the first politeness strategy from Brown and Levinson’s theory. It was Bald On-Record (BOR) which was included in cases of FTA-oriented bald on-record-usage. Those examples indicated the offers expression in imperative with saying “I suggest you to take rest in home” and “I suggest you go to your friend’s wedding party”. The two examples of “I suggest” had sameness in applied BOR with subject adding imperative. b) Negative Politeness (NP) (DCT1/ST1/04/NP) You have obligation in our job place, soif you finished your job you can go to your friend marriage but if you not finished it yet, you have to finished it first. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 169 The example above was taken from the first semester in DCT 1 but the third semester did not use it in DCT 1. The example above used the third politeness strategy from Brown and Levinson’s theory. It was Negative Politeness (NP) with said “if you finished your job you can go to your friend marriage”. The example above indicated tentative consisted of the use of the subjunctive and the use of remote possibility markers where it don’t coerce hearer. But, learners of the third semester did not use negative politeness strategy in DCT 1. c) Off-Record Indirect (ORI) (DCT1/ST1/02/ORI) It’s better if you not come to the wedding and rest in home. The example above was included of the fourth politeness strategy. It was OffRecord Indirect (ORI) from Brown and Levinson’s theory. It indicated ORI when speaker said “It’s better if you not come to the wedding”. Speaker said “it’s better” indicated give hints of ORI that giving association clue where speaker gives a related kind of implicature triggered by mentioning something associated with the act required of hearer. But, learners of the third semester did not use off-record indirect in DCT 1. d) Combination Strategy (CS) (DCT1/ST1/07/CS) Rohim I give you a suggest to take a rest until you feel better and forgot all and ask forgive to your friends. (DCT1/ST3/13/CS) Naila I give suggestion that you should go to doctor first. Your healthy is number one and it’s better if you contact your friend that you can’t come, your friend of course will understand you. The examples above were taken from the first semester and the third semester. The examples above included combination strategy. The combination strategy consisted of Positive Politeness (PP) and Bald On-Record (BOR) where the two strategies from Brown and Levinson’s theory. The first strategy used markers such as address forms and ellipsis liked examples above “Rohim and Naila” who indicated positive politeness and the second strategy indicated offers expressions in imperative of cases of FTAoriented bald on-record-usage by said “I give you a suggest to take a rest until you feel better” and “I give suggestion that you should go to doctor first” which used BOR of politeness strategy. Guerra and Martinez study (2006) divided suggestion strategies into four categories, there are direct suggestion, conventionalized forms, indirect suggestion, and nonconventionalized forms. In those four categories divided into fourteen strategies, there are performative verb, imperative, interrogative forms, possibility, should, conditional, need, recommend, impersonal, using ‘we’, obligation, likes and dislikes, just giving suggestion without using any structure, and not giving a suggestion. Based on these data, the writer founded 20 data learners of the first semester and 20 data learners of the third semester. The total of the two groups was 40 data. The writer founded that two groups of learners used nine suggestion strategies, there are performative verb, imperative, interrogative forms, possibility, should, conditional, recommend, impersonal, and obligation. And other founded was Indonesian EFL learners influenced Bald On-Record of politeness strategies in giving a suggestion. The writer founded learners of the first semester used Direct Suggestion (DS) 75%, Conventionalized Forms (CF) 15, Indirect Suggestion (InS) 5%, and Non-Conventionalized Forms (NCF) 5% while learners of the third semester used Direct Suggestion (DS) 60%, Conventionalized Forms (CF) 35%, and Non-Conventionalized Forms (NCF) 5%. Based on finding and analyzing was known that learners of the first semester and learners of the third 170 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 semester used the most strategies was performative verb and imperative of direct suggestion. The other suggestion strategies frequently used of the two groups was interrogative forms, possibility, should, conditional, and recommend of conventionalized forms. The least suggestion strategies which were used non-conventionalized forms was obligation and Indirect suggestion was impersonal. Respondents of the first semester and third semester were from Indonesian, especially in Java region. This Java region had rule environment, so giving suggestion could influenced the rule. The rule was called “sopan santun”. Learners of the first semester and learners of the third semester used addressee based on sociopolitical and status which was influenced with rule of sopan santun in Java. Some of respondents or learners used addressee when gave a suggestion to other person. Learners of the first and learners of the third semester were influenced of politeness in gave a suggestion. They were influenced the most of politeness strategies in giving a suggestion was Bald On-Record (BOR). E. CONCLUSION Indonesian EFL learners which consisted of learners of the first semester and learners of the third semester used some strategies in giving a suggestion and they were influenced of politeness when giving a suggestion. They used the most suggestion strategies were performative verb and imperative of direct suggestion and influenced politeness strategies which the most was Bald On-record. 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Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 THE HUNGER GAMES SEBAGAI KRITIK ATAS DOMINASI PENGUASA DALAM MENGENDALIKAN MEDIA UNTUK MEMPENGARUHI POLA PIKIR MASYARAKAT Dwi Ilmiani Program Studi Magister Pengkajian Bahasa Sekolah Pascasarjana Universitas Muhammadiyah Surakarta [email protected] ABSTRAK Penelitian ini bertujuan untuk menunjukan bahwa karya sastra bukan sekedar karya imajenitif melainkan alat yang digunakan oleh pengarang untuk mengkritik dan merespon kejadian yang terjadi dimasyarakat. Pada penelitian ini, penulis berfokus pada ketidaksantunan berbahasa yang digunakan oleh tokoh-tokoh pada novel trilogiThe Hunger Games. Ketidaksantunan disini merupakan ketidaksantunan tokoh dalam karya sastra sebagai materi autentik pembentukan karakter. Peran pengarang cerita yang dalam hal ini adalah Suzanne Collins merupakan pusat dari komunikasi interpersonal antar pembaca. Sumber data pada penelitian ini adalah ujaran tokoh dalam novel trilogi The Hunger Games.Pada akhirnya dengan menggunakan metodedeskriptif kualitatif penulis meneliti data yang berupaketidaksantunan tindak tutur tokoh.Hasil penelitian menunjukan bahwa novel The Hunger Games, tidak hanya karya sastra semata, melainkan sebagai kritik atas dominasi penguasa dalam mengendalikan media untuk mempengaruhi pola pikir masyarakat. Kata kunci: ketidaksantunan berbahasa, dominasi, ancaman, media PENDAHULUAN Novel trilogy The Hunger Games karya Suzanne Collins (2008) merupakan novel fiksi ilmiah dengan sudut pandang seorang gadis berusia 16 tahun, Katniss Everdeen yang tinggal disebuah distrik termiskin, distrik 12 dinegara Panem. Capitol merupakan ibukota negara tersebut yang memegang kendali penuh atas seluruh sektor negara. The Hunger Games adalah acara tahunan yang diadakan pemerintah Panem untuk mengingat peristiwa pemberontakan yang pernah dilakukan distrik 13 terhadap pemerintah beberapa puluhan tahun yang lalu. Acara tahunan tersebut digunakan pemerintah untuk mengingatkan seluruh distrik bahwa tidak ada pengampunan sedikitpun bagi pemberontak. Untuk kepentingan tersebut, pemerintah setiap tahunnya mengadakan The Hunger Games, dimana setiap distrik harus mengirmkan dua perwakilannya berusia antara 12-18 tahun untuk bertarung dan membunuh peserta dari distrik lain. Pertarungan mematikan tersebut disiarkan 24 jam non stop secara langsung melalui media televisi diseluruh distrik. Dalam novel tersebut jelas terlihat bahwa pegarang selalu melibatkan media terutama televisi untuk membangun karakter penokohan, yang mana hal tersebut menjadi alasan utama pemilihan novel trilogi The Hunger Games sebagai objek kajian penelitian.Bahwa novel ini muncul ditengah-tengah konflik dan krisis dinegara timur tengah, yang dalam faktanya mereka sering kali menggunakan media sebagi alat untuk mempengaruhi masa. Gaya bahasa dari penulis merupakan suatu kekhasan dari gaya pengarang dalam mengemukakan ide cerita. Bahasa dalam karya sastra memiliki irasional, asosiasi dan ekspresi untuk memberikan efek tertentu bagi pembaca seperti mempengaruhi, maupun mengubah sikap (Wellek dan Warren, 1949). Dalam karya sastra, ketidaksantunan berbahasa sering kali ditemukan. Hal ini dibuktikan dengan banyaknya penelitian tentang ketidak santunan dalam 172 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 173 berbahasa dengan sumber data yang bervariasi. Beberapa peneliti menggunakan data yang bersumber pada acara televisi seperti talk-show (Sosiowati, 2013), quiz (Culpeper, 2005), berita (Pillar, 2009), maupun sinetron remaja (Wijayanto, 2014). Sedangkan yang lainnya menggunakan karya sastra seperti drama (Rudanko, 2006) dan novel (Handayani, 2009; Shintalia, 2009; Wulandari, 2014). Namun demikian, berbagai penelitian tersebut berfokus pada perspektif linguistik. Wellek dan Warren (1949) mengungkapkan bahwa karya sastra tidak hanya dapat dikaji denan menggunakan pendekatan intrinsik yang menekankan keterkaitan antar unsur internal dalam sebuah karya sastra, namun sebuah karya sastra dapat dikaji dengan menggunakan pendekatan ekstrinsik yaitu dengan mengaitkan unsur-unsur eksternal diluar karya sastra itu sendiri.Hal tersebut diaplikasikan oleh Thoyibi (2014) ketika mengkaji The Escaped Cock karya D.H Lawrence. Swingewood dan Laurenson (1972) menjelaskan bahwa pengarang dalam karya sastranya memiliki kekhasan gaya berbahasa, dan hal tersebut tidak dapat dipisahkan dari gagasan utama yang ingin disapaikan kepada pembaca, sebagai tanggapan pengarang terhadap keadaan yang terjadi dilingkungan sekitar. Dalam penelitian ini saya menempatkan karya sastra bukan hanya sekedar buah fikiran atau imajenasi dari pengarang semata, melainkan alat bagi pengarang untuk menyampaikan gagasannya pada masyarakat luas. Ketidaksantunan Berdasarkan tujuannya ketidaksantunan digunakan dengan sengaja untuk merusak muka mitra tutur (Culpeper, 1996). Sedangkan pengertian ketidaksantunan adalah situasi dimana ketika prinsip-prinsip menjaga wajah mitra tutur dilanggar sehingga mengancam wajah mitra tutur (face threatening act) (Brown and Levinson, 1987). Dalam hal ini Culpeper (1996) menjelaskan beberapa faktor yang mempengaruhi ketidaksantunan, yaitu faktor hubungan sosial penutur dan mitra tutur, faktor kekuatan sosial, dan yang terakhir adalah faktor kesengajaan dari penutur.Pillar (2009) memberikan definisi yang berbeda terhadap pengertian ketidaksantunan,ketidaksantunan tidak selalu dikaitkan dengan ‘wajah’mitra tutur melainakan dengan ‘identitas’, sehingga pengertian ketidaksantunan memiliki arti yang lebih luas. Dalam karya sastra, pengarang merupakan penutur dan pembaca memiliki posisi sebagai mitra tutur, yang dalam prosesnya pembaca tidak berinteraksi secara langsung dengan pengarang. Pada akhirnya, didalam penelitian ini ketidaksantunan digambarkan sebagai ‘strategi pengarang untuk mengkritik dominasi penguasa dalam mengendalikan media’. METODE PENELITIAN Dalam penelitian ini penulis mengunakan metode deskriptif qualiatif untuk mendskripsikan ketidaksantunan yang digunakan oleh tokoh-tokoh dalam novel trilogi The Hungger Games karya Suzanne Collins. Ketidaksantunan yang menjadi objek penelitian ini adalah situasi dan penggunaan ujaran untuk mengekspresikan tindakan tertentu seperti mengancam, memaki, mempengaruhi dll yang sengaja digunakan pengarang sebagai strategi untuk mengkritik dominasi kelompok tertentu. Sumber data adalah novel trilogi The Hungger Games yang meliputi seri pertama The Hunger Games (2008), Catching fire (2009), dan seri terakhirnya Mocking Jay(2010). PEMBAHASAN Kritik Terhadap Dominasi Penguasa dalam Mengendalikan Media Ketidak santunan dalam novel trilogi The Hunger Games diungkapkan dalam bentuk kritik terhadap penguasa dalam mengendalikan media. Kritik ini diarahkan pada isu politik 174 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 serta konflik yang terjadi dibeberapa negara dibelahan dunia, bahwa penguasa mampu mengendalikan media sehingga kontroling terhadap pola fikir masyarakat dapat dipengaruhi, antara lain doktrinasi ketidakberdayaan, pencitraan, ancaman dan ajakan. Doktrinasi Ketidakberdayaan Dalam tataran kehidupan bermasyarakat, benar dan salah adalah suatu hal yang sangat berbeda. Jika pembunuhan dianggap sebuah tindakan yang salah, penindasan dan pemerasan adalah sesuatu hal yang keliru maka sudah selayaknya pelaku tersebut mendapatkan sanksi. Namun bagaimana jika pelaku tersebut adalah sekumpulan kelompok yang memiliki kekuasaan. Apakah perkara benar dan salah bisa diputuskan dengan mudah? Atau justru pelaku berusaha memutarbalikan fakta dengan menggunakan dalih tertentu? Dalam novel ini, Suzanne Collin merespon gejala sosial yang terjadi dengan memberikan gambaran yang sangat kongkrit. Collin mengambarkan penguasa mampu memutarbalikan fakta bukan dengan memberikan alasan atau penjelasan semu, melainkan menggunakan doktrinasi ketidakberdayaan. Mengambil anak-anak dari distrik kami, memaksa mereka untuk saling membunuh sementara kami menontonnya- ini adalah cara Capitol untuk mengingatkan kami betapa sesungguhnya kami berada dibawah belas kasihan mereka. Betapa kecil kemungkinan kami bisa selamat jika timbul pemberontakan lain. Apapun kata-kata yang mereka gunakan, pesan yang mereka sampaikan jelas. “Lihat bagaimana kami mengambil anak-anakmu dan mengorbankan mereka, dan tak ada yang bisa kau lakukan untuk menghalanginya. Kalau kau sampai berani mengangkat satu jari saja, kamiakan menghancurkan semuanya. Sebagaimana yang kami lakukan di Distrik Tiga Belas”. (The Hungger Games, hal 26) Pada seri kedua, Cathing fire. Collin semakin mempertajam penggambaran bahwa efek doktrinasi ini mampu membuat masyarakat hilang harapan sehingga mereka menerima apapun yang dilakukan pihak penguasa. Para peserta laki-laki dan perempuan akan dipilih dari nama-nama pemenang yang masih hidup. Kami adalah perwujudan harapan ketika tidak ada lagi harapan. Kini 23 diantara kami akan dibunuh untuk menunjukan bahwa harapanpun hanya ilusi. (Catching Fire, hal 194) Collin menggambarkan bagaimana penguasa mengendalikan media untuk menanamkan perasaan tidak berdaya, sehingga mampu mematahkan mana yang benar dan mana yang salah. Pencitraan Media sering kali dijadikan sebagai alat pencitraan terhadap tokoh masyarakat. Mulai dari gaya berbicara, gaya berbusana, sikap dan semua hal pendukung yang berkaitan. Bahkan pada tingkat penguasa sekalipun, pencitraan ini sangat diperlukan sebagai salah satu alat perlindungan diri. Dalam novel ini, Collin menyajikan gambaran bagaimana penguasa dan orang yang berkepentingan, menggunakan media untuk membentuk citra dirinya dihadapan masyarakat. Wajahku menampilkan senyum lebar, dan aku mulai berjalan kearah Peeta. Lalu, seakan aku tidak bisa menunggu sedetik lebih lama lagi, aku mulai berlari. Peeta menangkapku dan memutar tubuhku dan kemudian dia terpeleset-Peeta masih belum menguasai betul kaki palsunya-kami pun terjatuh disalju, tubuhku berada diatas tubuh Peeta, dan saat itulah kami berciuman pertama kali setelah berbulan-bulan. Ciuman itu penuh bulu, kepingan salju, dan lipstik, tapi dibalik semua itu aku bisa merasakan kemantapan yang dibawa Peeta terhadap Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 175 segalanya. Dan aku tahu aku tidak sendirian. Seburuk apapun aku menyakitinya, Peeta takkan membukakan rahasiaku di depan kamera. (Catching Fire, hal 52) Collin dengan tegas menggambarkan bahwa dalam mempengaruhi pola fikir masyarakat, penguasa membutuhkan ‘boneka’ yang selalu siap untuk dipamerkan ke masyarakat. Tujuannya adalah satu, dengan ‘boneka’ ini masyarakat akan semakin percaya. Kau dan Peeta akan menjadi mentor sekarang, setiap tahun dan seterusnya. Dan setiap tahun mereka akan menyiarkan kembali hubungan asmara kalian dan menyiarkan detail kehidupan pribadi kalian ke publik, dan kau tidak bisa melakukan apapun selain hidup bersama selamanya denga anak lelaki itu.”(Catching Fire, hal 54) Malam pertunanganku, malam ketika Peeta berlutut dan menyatakan cinta abadinya untukku di depan semua kamera di Capitol. (Catching Fire, hal 161) Bahkan dibagian kelima belas Catching Fire, Collin memberikan hasil efektif dari pencitraan media. Bahwa masyarakat akan lebih peduli dan simpati kepada orang yang sering kali keluar dilayar televisi. Tapi mengetahui apa yang dirasakan warga Capitol terhadap kami seakan-akan menyibakan suatu tabir rahasia. Mereka jelas tidak punya masalah menonton anak-anak dibunuh setiap tahun. Tapi mungkin mereka terlalu banyak, terutama mereka yang sudah menjadi selebriti selama bertahun-tahun, untuk melupakan bahwa kami manusia. Kali ini lebih seperti melihat sahabat-sahabatmu mati. (Catching Fire, hal224) Setidak pedulinya masyarakat sekalipun akan lebih empati terhadap mereka yang memiliki pencitraan diri. Seseorang yang memeliki pencitraan diri secara baik dimata masyarakat, ucapannya akan dengan mudah diterima dan diikuti. Dengan kata lain, masyarakat akan tunduk terhadap tokoh tersebut,efek inilah yang sejatinya dibidik oleh para penguasa. Ancaman dan Ajakan Dewasa ini peran media tidak hanya sebagai sumber informasi, melainkan sebagai alat untuk mengintimidasi atau mengancam kelompok tertentu. Terlebih lagi didaerah yang tengah terjadi sengketa atau konflik, para penguasa dengan sengaja menggunakan media untuk mengancam atau mengajak pihak tertentu untuk terlibat. Perlu diketahui, novel trilogi ini dirilis ketika konflik dibeberapa negara timur tengah meletus. Bahwa beberapa penguasa atau kelompok tertentu menggunakan rekaman sebagai alat untuk menteror atau mengancam pihak tertentu. Dan dilain sisi, beberapa kelompok lain menggunakan media untuk mengajak masyarakat bergabung kedalam kelompok mereka. Merespon kejadian tersebut dalam seri terakhir The Hunger Games, Mockingjay, Collins menggambarkan kedua belah pihak yang bersengketa yaitu pemerintahan Capitol dan pemberontak Distrik Tiga Belas saling menggunakan media untuk melancarkan aksi propaganda. “Katniss”, katanya, “Presiden Snow baru saja menayangkan pengeboman tadi secara langsung. Kemudian dia tampil dan mengatakan ini caranya untuk mengirim pesan kepada para pemberontak. Bagaimana denganmu. Kau ingin mengatakan sesuatu pada pemberontak?. (Mockingjay, hal 113) Jelas sekali terlihat bahwa Collin mengkritik pihak penguasa khususnya dalam masa konflik, sering kali menggunakan media untuk mengancam pihak tertentu. Bahkan lebih jauh lagi, perang media tersebut mampu memicu konflik yang lebih besar. Para juru kamera memberiku panggung, tapi aku tetap memusatkan perhatian pada lampu merah. “Aku ingin memberi tahu kepada pemberontak bahwa aku masih hidup. Aku ada disini di Distrik Delapan, Capitol baru saja mengebom 176 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 rumah sakit yang penuh dengan lelaki, perempuan dan anak-anak tak bersenjata. Takkan ada korban selamat. Aku ingin memberitahu orang-orang bahwa jika ada yang berfikir Capitol akan memperlakukan kita dengan adil dengan adanya genjatan senjata, kau pasti bermimpi. Karena kau tahu siapa mereka dan apa yang mereka lakukan.” Kedua tangaku terangkat, seakan ingin memperlihatkan seluruh kengerian disekelilingku. “Inilah yang mereka lakukan! Dan kita harus melawan balik!.” “Api sudah tersulut! Dan jika kami terbakar, kau terbakar bersama kami!”(Mockingjay, hal 113) Dikalangan penguasa, peran media sangatlah penting. Bagi siapa yang menguasai media maka dia akan mampu berkuasa. Dan bagi penguasa, media adalah alat pengaabadi kekuasaan. Bahwa dengan mengendalikan media, penguasa mampu menggalang sekaligus mengancam masa, begitulah yang ingin digambarkan Collin pada seri terakhir The Hunger Games. SIMPULAN Berdasarkan uraian diatas dapat diambil simpulan bahwa Suzanne Collins secara sengaja melakukan ketidaksantunan sebagai pilihan gaya didalam mengungkapkan pesan atau gagasan. Ketidaksantunan tersebut berupa situasi dan ungkapan – ungkapan yang dapat mengusik ketenangan pembaca, terutama kalangan penguasa yang memiliki kemampuan mengendalikan media masa. Ketidaksantunan dalam novel trilogi The Hunger Games merupakan strategi Suzanne Collin untuk menyuarakan kritiknya terhadap isu-isu sosial dan politik yang tengah terjadi dibeberapa negara, bahwa beberapa penguasa seringkali menggunakan media untuk mempengaruhi pola pikir masyarakat. Karya sastra itu sendiri, dapat menjadi alat bagi pengarang untuk menjaga atau menyerang kelompok tertentu. DAFTAR PUSTAKA Brown, Penelope dan Stephen Levinson. 1987. Politeness:Some Universals in Language Usage. Cambridge: Cambridge University Press Collins, Suzanne. 2008. The Hungger Games. Jakarta: Gramedia Collins, Suzanne. 2009. The Hungger Games:Catching Fire. Jakarta: Gramedia Collins, Suzanne. 2010. The Hungger Games: Mockingjay. Jakarta: Gramedia Culpaper, Jonathan.1996. “Toward an Anatomy of Impoliteness,” Journal of Pragmatics 25, 349-367 Handayani, Anis. 2009.”Novel Pudarnya Pesona Cleopatra Karya Habiburrahman El Sharazy (Tinjauan Sosiologi Sastra).” Skripsi. Surakarta: Universitas Sebelas Maret Pillar, Garces Conejos Blitvich. 2009. “Impoliteness and Identity in the American News Media: The Culture Wars.” Journal of Politeness Research 5, 273-303 Shintalia. 2009. “A Study of the causes and effects of Hamlet’s depression in Shakespeares’s Hamlet. E-Journal. No date Sosiowati, I Gusti Ayu Gede. 2013. “Kesantunan Bahasa Politisi dalamTalkShow di MetroTV”. Disertasi. Denpasar: Universitas Udayana Swingewood, Alan dan Diana Laurenson.1972. The Sociology of Literature. London: Paladin Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 177 Thoyibi, M. 2014. “Kritik atas Teologi Trinitarianisme: Ketidaksantunan dalam The Escaped Cock Karya D.H Lawrence.” Prosiding Seminar Nasinal, 166-173 Wijayanto, Agus. 2014. “Ketidaksantunan Berbahasa: Penggunaan Bahasa Kekerasan di Sinetron Kehidupan Remaja.” Prosiding Seminar Nasional, 115-125 Wellek, Rene dan Austin Warren. 1949. Theory of Literature. New York: Harcout, Brace and Company Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 Pengembangan Bank Soal Mata Pelajaran Bahasa Indonesia di Sekolah Lanjutan Tingkat Atas denganTampilan Multimedia Berbasis Computerized Based Testing Iwan Suhardi Jurusan Teknik Elektro, Fakultas Teknik, Universitas Negeri Makassar Kampus Parang Tambung, Jl. Daeng Tata, Makassar, Sulawesi Selatan email : [email protected], Telp. 08156896690 Abstrak Walaupun kedudukan dan fungsi bahasa Indonesia begitu utama dalam kehidupan berbangsa dan bernegara, perkembangan pelajaran bahasa Indonesia dalam ranah pendidikan belum banyak tersentuh oleh kemajuan teknologi pembelajaran. Pelajaran bahasa Indonesia pada hakikatnya adalah belajar berkomunikasi. Sebagai pelajaran yang berkonteks ‘bahasa’, pelajaran bahasa Indonesia mempunyai kompetensi yang cukup kompleks antara lain menyimak, berbicara, membaca, dan menulis. Proses pengajaran bahasa Indonesia di sekolah tidak berubah secara signifikan dari waktu ke waktu. Proses pengajaran bahasa Indonesia di sekolah umumnya masih berbasis pada tulisan/teks dan belum menggunakan sarana multimedia untuk lebih mendukung efektivitas daya tangkap peserta didik. Selama ini kompetensi menyimak (mendengarkan dan memahami suatu bacaan/cerita) belum dapat dilakukan secara efektif mengingat keterbatasan alat dan kemampuan guru. Penggunaan teknologi komputer memungkinkan proses penilaian yang tidak dapat dilakukan dengan model kertas dan pensil (pencil and paper test). Teknologi komputer memungkinkan melakukan kombinasi multimedia berupa tulisan, suara, gambar, dan video pada proses penilaiannya. Penelitian ini berupaya untuk mengembangkan bank soal berbasis multimedia yang terdiri dari teks, suara, gambar, dan video yang dikemas dalam bentuk program berbasis Computerized Based Testing (CBT) berdasarkan kurikulum 2013. CBT yang dikembangkan telah divalidasi oleh pakar bahasa Indonesia dan pakar psikometri serta diujicobakan pada siswa. Pengembangan bank soal tersebut diharapkan lebih relevan dengan kedudukan dan fungsi bahasa Indonesia. Bank soal yang berbasiskan multimedia tersebut menyesuaikan kompetensi bahasa Indonesia terutama dari aspek menyimak dan membaca. Pemberian tes dalam bentuk butir soal multimedia diharapkan dapat lebih memberikan peningkatan penilaian pada aspek keterampilan kognitif dan kemampuan memecahkan masalah dibandingkan dengan tes yang hanya berbasis teks yang lebih berfokus pada aspek pengetahuan siswa. Dari hasil validasi pakar, paket-paket soal berbasis multimedia ini menghasilkan nilai rata-rata untuk aspek kelayakan paket soal secara umum sebesar 4,45 (paket soal layak digunakan) dan kesesuaian butir soal sebesar 4,36 (butir soal relevan dari aspek materi, kontruksi, dan bahasa). Dari pandangan guru menghasilkan penilaian yang sangat positif, serta dari penilaian siswa 90% memilih model penilaian menggunakan CBT dibandingkan model kertas dan pensil. Kata kunci: CBT, multimedia A. PENDAHULUAN Perkembangan bahasa Melayu menjadi bahasa Indonesia tidak terjadi dalam waktu yang singkat, tetapi mengalami proses pertumbuhan berabad-abad lamanya. Bahasa Melayu telah dikenal sebagai bahasa perhubungan (lingua franca) di seluruh kawasan tanah air Indonesi 178 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 179 (Gorys Keraf, 1991:7-10; Hasan Alwi, et al., 1999:2). Kedudukan dan fungsi bahasa Indonesia semakin diperkuat dengan adanya Sumpah Pemuda khususnya pada ikrar ketiga yang berbunyi: Kami poetera dan poeteri Indonesia mendjoendjoeng bahasa persatoean, bahasa Indonesia.Pada saat itulah, bahasa Melayu yang berjiwa semangat baru diganti dengan namabahasa Indonesia(Gorys Keraf, 1991:11; Hasan Alwi, et al., 1999:1).Fungsi bahasa Indonesia ditetapkan melalui UUnomor 24 tahun 2009 tentang Bendera, Bahasa, dan Lambang Negara, serta Lagu Kebangsaan. Undang-undang tersebut mengatur tentang kedudukan, fungsi, penggunaan, pengembangan, pembinaan, dan perlindungan bahasa Indonesia, serta upaya peningkatan fungsi bahasa Indonesia menjadi bahasa internasional. Walaupun kedudukan dan fungsi bahasa Indonesia begitu utama dalam kehidupan berbangsa dan bernegara, perkembangan pelajaran bahasa Indonesia dalam ranah pendidikan belum banyak tersentuh oleh kemajuan teknologi pembelajaran, tidak seperti pelajaran matematika, ilmu alam, bahkan kalah dibandingkan dengan pelajaran bahasa Inggris. Pengajaran bahasa Indonesia di sekolah tidak berubah secara signifikan dari waktu ke waktu.Umumnya belum menggunakan sarana multimedia untuk lebih mendukung efektivitas daya tangkap peserta didik. Selama ini kompetensi menyimak (mendengarkan dan memahami suatu bacaan/cerita) belum dapat dilakukan secara efektif mengingat keterbatasan alat dan kemampuan guru. Untuk menguji kompetensi menyimak, siswa hanya diperdengarkan rekaman suara dari tape recorder.Penggunaan teknologi komputer memungkinkan proses tes yang tidak dapat dilakukan dengan metode kertas dan pensil (pencil and paper test). Komputer memungkinkan melakukan kombinasi multimedia berupatulisan,suara, gambar,dan video. Pelajaran bahasa Indonesia pada hakikatnya adalah belajar berkomunikasi. Oleh karena itu, pembelajaran bahasa diarahkan untuk meningkatkan kemampuan peserta didik dalam berkomunikasi, baik lisan (suara) maupun tulis (Ali Saukah, 2005:107). Sebagai pelajaran berkonteks ‘bahasa’, pelajaran bahasa Indonesia memerlukan kompetensi yang cukup kompleks yaitu menyimak, berbicara, membaca, dan menulis. Selama ini proses penilaian untuk mengukur kompetensi bahasa Indonesia belum dapat dilakukan secara menyeluruh. Pada umumnya tes bahasa Indonesia lebih banyak dalam bentuk teks yang hanya berfokus untuk mengukur kompetensi membaca. Sangat diperlukan penggunaan butir-butir soal bahasa Indonesia yang berbasis multimedia (teks, gambar, suara, dan video) untuk meningkatkan efektivitas penilaian kompetensi bahasa Indonesia yang lebih menyeluruh. Saat ini model penilaian pelajaran bahasa Indonesia masih banyak menggunakan tes objektif dalam bentuk tertulis seperti dapat dilihat pada tes pertengahan dan akhir semester, atau UAS/UN bahasa Indonesia. Walaupun saat ini sudah dimulai dengan program berbasis Computerized Based Testing (CBT), namun belum banyak yang menampilkan butir soal multimedia. CBT yang ada sekarang masih terpaku pada soal dalam bentuk teks saja. Sehingga pada dasarnya hanya memindahkan nuansa dari tes berbasis kertas dan pensil ke layar monitor komputer. Seiring dengan tuntutan kompetensi serta mengingat kedudukan dan fungsi bahasa Indonesia yang begitu utama, selain dalam bentuk tertulis (teks), diperlukan juga tes dalam bentuk multimedia (suara, gambar, atau video). Oleh karena itu, dibutuhkan suatu bank soal dalam bentuk multimedia yang terdiri dari kombinasi tulisan, suara, gambar, dan video.Penelitian ini berupaya untuk mengembangkan bank soal berbasis multimedia yang terdiri dari teks, suara, gambar, dan video yang dikemas dalam bentuk program CBT berdasarkan kurikulum 2013, khususnya untuk kelas X. Pengembangan bank soal tersebut diharapkan lebih relevan dengan kedudukan dan fungsi bahasa Indonesia. Pemberian tes dalam bentuk butir soal multimedia diharapkan dapat lebih memberikan peningkatan penilaian pada aspek keterampilan kognitif dan kemampuan memecahkan masalah 180 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 dibandingkan dengan tes yang hanya berbasis teks yang lebih berfokus pada aspek pengetahuan siswa (Cheng dan Bischof, 2007:1830). B. KAJIAN PUSTAKA 1. Sejarah, Kedudukan, dan Fungsi Bahasa Indonesia Menurut Kamus Besar Bahasa Indonesia, definisi bahasa yaitu (1) sistem lambang bunyi yang digunakan oleh anggota suatu masyarakat untuk bekerja sama, berinteraksi, dan mengidentifikasikan diri; (2) percakapan (perkataan) yg baik (Hasan Alwi, 2002:88-90). Bahasa merupakan alat komunikasi lingual manusia, baik secara lisan maupun tertulis dan berkembang mengikuti kehidupan manusia. Bahasa Indonesia telah mengalami perjalanan sejarah yang panjang. Prasasti di Kadukan Bukit (berangka tahun 683), Talang Tuwo (di dekat Palembang, berangka tahun 684), di Kota Kapur (di Pulau Bangka, berangka tahun 686), serta di Karang Brahi (antara Jambi dan Sungai Musi, berangka tahun 688) merupakan salah satu buktinya. Ditemukan juga prasasti berbahasa Melayu Kuno di daerah Kedu, Pulau Jawa yang berangka tahun 832. Sebuah batu nisan yang bertuliskan syair berbahasa Melayu ditemukan di Minye Tujoh, Aceh, berangka tahun 1380. Sesudah tahun ini, antara abad XIV-XVII diperoleh banyak hasil kesusteraan lama dalam bentuk hikayat, dongeng, syair, dan sebagainya (Gorys Keraf, 1991:9-11). Sebelum tercetusnya Sumpah Pemuda, bahasa Melayu telah dipakai sebagai lingua franca di seluruh kawasan tanah air berabad-abad sebelumnya. Perjalanan bahasa Indonesia mencapai hasil paling gemilang dengan tercetusnya Sumpah Pemuda, terutama butir ketiga, yang berbunyi Kami poetera dan poeteri Indonesiamendjoendjoeng bahasa persatoean,Bahasa Indonesia.Dikatakan luar biasa, sebab banyak negara lain mencoba untuk membuat hal yang sama namun selalu mengalami kegagalan disertai dengan pertumpahan darah antarwarganya. Pada saat itulah, bahasa Melayu yang berjiwa dan bersemangat baru diganti dengan namabahasa Indonesia. Hasil perumusan seminar politik bahasa nasional yang diselenggarakan di Jakarta pada tanggal 25-28 Februari 1975, menegaskan bahwa dalam kedudukannya sebagai bahasa nasional, bahasa Indonesia berfungsi sebagai (1) lambang kebanggaan nasional, (2) lambang identitas nasional, (3) alat pemersatu berbagai masyarakat yang berbeda-beda latar belakang sosial budaya dan bahasanya, dan (4) alat perhubungan antarbudaya antardaerah. Sebagai lambang kebanggaan nasional, bahasa Indonesia ‘memancarkan’ nilai-nilai sosial budaya luhur bangsa Indonesia. Sebagai lambang identitas nasional, berarti, melalui berbahasa Indonesia dapat diketahui jati diri, sifat, perangai, dan watak sebagai bangsa Indonesia. Oleh karena itu, maka harus dijaga jangan sampai ciri kepribadian dan gambaran bangsa Indonesia tidak tercermin di dalamnya. 2. Pembelajaran Bahasa Indonesia di SLTA Kurikulum 2013 yang tidak hanya mempertahankan bahasa Indonesia berada dalam daftar pelajaran di sekolah, tetapi juga menegaskan pentingnya keberadaan bahasa Indonesia sebagai penghela dan pembawa ilmu pengetahuan. Dengan paradigma baru tersebut, bahasa Indonesia diajarkan bukan sekadar sebagai pengetahuan bahasa, melainkan sebagai pengemban fungsi untuk menjadi sumber aktualisasi diri penggunanya pada konteks sosialbudaya akademis. Bahasa merupakan sarana pembentukan kemampuan berpikir manusia. Dengan demikian, makin banyak jenis teks yang dikuasai siswa, makin banyak pula struktur berpikir yang dapat digunakannya dalam kehidupan sosial dan akademiknya. Hanya dengan cara itu, siswa kemudian dapat mengonstruksi ilmu pengetahuannya melalui kemampuan Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 181 mengobservasi, mempertanyakan, mengasosiasikan, menganalisis, dan menyajikan hasil analisis secara memadai (Maryanto, et al., 2014). Ruang lingkup dalam pembelajaran bahasa Indonesia mencakup komponen kemampuan berbahasa dan kemampuan bersastra yang meliputi aspek keterampilan mendengarkan (menyimak), berbicara, membaca, dan menulis (Rubiyat Pujiastuti, 2010:7). Keempat aspek tersebut dibagi menjadi dua kelompok besar, yaitu (1) keterampilan yang bersifat menerima (reseptif) yang meliputi keterampilan membaca dan menyimak, (2) keterampilan yang bersifat mengungkap (produkstif) yang meliputi keterampilan menulis dan berbicara (Ismail, 2009:29). Keempat aspek tersebut diharapkan mendapatkan porsi pembelajaran yang seimbang dan dilaksanakan secara terpadu. Secara umum pembelajaran bahasa Indonesia di Kurikulum 2013 menyetarakan SMK dan SMA, yaitu mencakup komponen kemampuan berbahasa dan kemampuan bersastra secara efektif dan efisien yang meliputi aspek-aspek mendengarkan, berbicara, membaca, dan menulis. Pembelajaran bahasa Indonesia diharapkan membantu peserta didik mengenal dirinya, budayanya, dan budaya orang lain, mengemukakan gagasan dan perasaan, berpartisipasi dalam masyarakat yang menggunakan bahasa tersebut, dan menemukan serta menggunakan kemampuan analitis dan imaginatif yang ada dalam dirinya. Proses pengajaran bahasa Indonesia di sekolah tidak berubah secara signifikan dari waktu ke waktu. Walaupun kedudukan dan fungsi bahasa Indonesia begitu utama dalam kehidupan berbangsa dan bernegara, perkembangan pelajaran bahasa Indonesia dalam ranah pendidikan belum banyak tersentuh oleh kemajuan teknologi pembelajaran, tidak seperti pelajaran matematika, ilmu alam, bahasa Inggris, dan lain-lain. Sebagai pelajaran yang berkonteks ‘bahasa’, pelajaran bahasa Indonesia mempunyai kompetensi yang cukup kompleks yaitu menyimak, berbicara, membaca, dan menulis. Namun pembelajaran dan penilaian terhadap keempat kompetensi tersebut belum dilaksanakan secara maksimal. Misalnya, untuk proses pembelajaran dan penilaian kompetensi dasar menyimak, peserta didik biasanya hanya diperdengarkan rekaman suara dari tape recorder. Dari hasil PIRLS 2006 secara umum menunjukkan kemampuan berbahasa untuk peserta didik di Indonesia tergolong masih rendah (Munger, 2009). Noni Swediati dan Utorodewo (2009) menemukan bahwa salah satu kekurangan pembelajaran bahasa Indonesia pada praktik pengujian, yaitu lebih menekankan pada kemampuan mengedit dan bukannya mengukur kemampuan kebahasaan peserta didik secara menyeluruh. Saat ini model evaluasi pelajaran bahasa Indonesia berupa tes objektif dan tes uraian dalam bentuk tertulis dengan menggunakan metode kertas dan pensil (pencil and paper test). Hal ini dapat dilihat pada tes UAS/UN bahasa Indonesia. Sedangkan model evaluasi yang tidak berbasis teks/tulisan seperti kompetensi menyimak dan berbicara belum mendapat model evaluasi dengan baik. Hal tersebut pada umumnya dikarenakan keterbatasan sarana dan kemampuan guru. Hal itulah yang melatarbelakangi penelitian ini untuk membangun bank soal yang tidak hanya berbasiskan teks/tulisan tetapi juga suara, gambar, dan video (multimedia). Tes objektif UN merupakan tes pilihan berganda dengan lima pilihan jawaban. Perangkat tes terbagi ke dalam tiga bentuk berdasarkan tingkat kesukarannya, yaitu mudah, sedang, dan sukar. Tes diskor dengan cara memberikan skor satu pada setiap jawaban benar. Jumlah jawaban benar merupakan skor total tes bagi setiap peserta tes 3. Penyelenggaraan Tes Penyelenggaraan tes melalui paper and pencil test (P&P test) melibatkan penggunaan lembaran kertas. Kelemahan P&Ptest adalah kerahasiaan tes sulit dijamin karena dapat saja dibaca oleh orang yang tidak berwenang atau bertanggung jawab (Bunderson, etal., 1989). Penggunaan kertas menjadi masalah tersendiri, misalnya dibutuhkan ruang penyimpanan data 182 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 perangkat tes.Seiring dengan perkembangan teknologi, sejak tahun 1980-an, pengujian dengan menggunakan komputer mulai dilakukan mulai tes prestasi, tes penerimaan pegawai, tes kesehatan, sampai tes kejujuran. Pada awalnya, komputer hanya digunakan untuk mengotomatisasikan aktivitas pengukuran konvensional. Penggunaan komputer seperti ini disebut Computerized Testing atau Computerized Based Testing (CBT). CBT merupakan generasi pertama penggunaan komputer untuk pengujian. Namun prinsip kerja CBT tidak lain hanya memindahkan paradigma P&P test ke dalam layar komputer. Bunderson, et al. (1989:174) menyatakan kelebihan dari CBT, yaitu:meningkatkan standardisasi, meningkatkan keamanan tes, meningatkan kemampuan tampilan tes, memperkecil kesalahan pengukuran, peniadaan lembaran kertas, serta mempercepat pemberian skor dan interpretasi. C. METODE Penelitian ini menggunakan pendekatan penelitian Research and Development (R&D) yaitu dengan menggunakan model waterfall(Pressman, 2011:28-29), meliputi(1) analisis kebutuhan sistem, (2) perancangan dan pengujian feasibilitas model dalam bentuk prototiping, (3) persiapan dan pengembangan perangkat lunak untuk diimplementasikan, (4) pengujian perangkat lunak dalam skala terbatas, (5) revisi produk pertama, (6) pengujian dalam situasi yang sesungguhnya, verifikasi dan validasi produk (alpha dan beta testing), dam (7) perbaikan dan penyempurnaan produk akhir. Secara teknis pengembangan dalam penelitian ini terdiri atas tiga tahapan : tahap pertama membangun bank soal, tahap kedua perancangan dan implementasi program CBT, dan tahap yang ketiga yaitu evaluasi produk CBT. D. HASIL PENELITIAN DAN PEMBAHASAN Dari penelitian dihasilkan 8 (delapan) paket soal pelajaran bahasa Indonesia untuk kelas X yang setara didasarkan pada materi kurikulum 2013. Jumlah paket soal yaitu 8 (delapan) paket yang masing-masing terdiri dari 50 (lima puluh) butir soal. Setiap paket soal terdiri dari 50 (lima puluh) butir soal dengan rincian soal 30 (tiga puluh) soal berbasis teks, 10 (sepuluh) soal berbasis gambar, 5 (lima) soal berbasis suara5 (lima) soal berbasis video. Setiap paket soal terdapat 10 soal anchor yang diletakkan pada nomor 41 s.d. nomor 50. Soal anchor adalah soal yang sama di tiap-tiap paket untuk menjaga keterpaduan paket-paket soal tersebut.Perbandingan jumlah soal berbasis multimedia tersebut mengacu pada persentase kegiatan siswa pada mata pelajaran bahasa Indonesia kelas X yang mempunyai perbandingan antara kegiatan mendengarkan/menyimak dan membaca serta penguatan kaidah tata bahasa yaitu 10 : 30 : 6 (Maryanto, et al., 2014:188). Contoh-contoh tampilan yang ditayangkan pada monitor antara lain, Gambar 1. Tampilan awal program CBT yang dikembangkan Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 183 Gambar 2. Contoh tampilan butir multimedia pada program CBT Gambar 3. Tampilan skor nilai yang langsung keluar Program CBT yang dibangun berbasis web, sehingga program dapat dijalankan melalui jaringan komputer secara on line. Dari hasil ujicoba program di beberapa sekolah, program CBT yang dirancang dapat berhasil dengan baik. Kendala kecil yang muncul biasanya dikarenakan tidak sempurnanya jaringan serta kondisi komputer di laboratorium komputer yang digunakan. Butir-butir soal multimedia diambil dari permasalahan sehari-hari, disesuaikan dengan topik mata pelajaran kelas X yaitu teks anekdot, teks eksposisi, teks laporan hasil observasi, teks prosedur kompleks, dan teks negosiasi. Untuk butir soal berbasis gambar antara lain berupa, tabel, grafik, dan kliping koran. Untuk butir soal berbasis suara antara lain diambil 184 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 dari UKBI, rekaman media massa, dan rekaman sendiri, sedangkan untuk butir soal berbasis video antara lain diambil dari rekaman televisi, potongan film, serta video dari internet. Sebelum diujicoba ke siswa, paket-paket soal yang telah disusun telah diperiksa oleh 8 (delapan) guru-guru MGMP SMA dan SMK di Kabupaten Boyolali, serta telah divalidasi oleh 5 (lima) pakar, yang terdiri dari 2 (dua) pakar/guru besar) bahasa Indonesia serta pakar psikometri. Pakar bahasa Indonesia memvalidasi paket-paket soal dari sudut pandang kebahasaannya, sedangkan pakar psikometri memvalidasi paket-paket soal dari sudut pandang standar kontruksi pembuatan soal.Dari hasil validasi pakar, paket-paket soal berbasis multimedia ini menghasilkan nilai rata-rata untuk aspek kelayakan paket soal secara umum sebesar 4,45 (paket soal layak digunakan) dan kesesuaian butir soal sebesar 4,36 (butir soal relevan dari aspek materi, kontruksi, dan bahasa). Masukan-masukan kontruktif dari para guru dan pakar selanjutnya menjadi sumber perbaikan program CBT yang disusun. Dari pandangan guru,saat ujicoba di sekolah, menghasilkan penilaian yang sangat positif. Guru berpandangan bahwa butir soal yang disajikan dengan bentuk multimedia lebih dapat memperkaya kompetensi bahasa Indonesia terutama dari aspek menyimak dan membaca. Pemberian tes dalam bentuk butir soal multimedia dinilai dapat lebih memberikan peningkatan penilaian pada aspek keterampilan kognitif dan kemampuan memecahkan masalah dibandingkan dengan tes yang hanya berbasis teks yang lebih berfokus pada aspek pengetahuan siswa. Penulis bekerja sama dengan guru bidang studi bahasa Indonesia dengan cara hasil nilai siswa diberikan kepada guru sebagai bagian dari evaluasi siswa. Data yang dapat digali dari database program CBT dapat dikembangkan untuk banyak keperluan selain untuk perolehan skor nilai siswa. Dari hasil respon jawaban siswa tersebut dapat dikembangkan untuk evaluasi dan diagnostik perkembangan pengetahuan siswa. Dari sudut pandang siswa, 90% siswa memilih model penilaian menggunakan CBT dibandingkan model kertas dan pensil. Mereka memilih CBT dengan alasan antara lain bahwa CBT lebih praktis dan lebih bersih dibandingkan dengan tes konvensional (paper and pencil test). Mereka sangat menyukai model soal yang lebih bervariasi dengan soal multimedia dan gambar yang berwarna. Mereka juga menyukai hasil yang langsung mereka dapatkan bila soal telah mereka kerjakan. Namun di antara siswa sebesar 10% lebih menyukai model tes paper and pencil test dikarenakan mereka belum terbiasa dengan CBT dan CBT membuat mata menjadi cepat lelah. E. SIMPULAN Pengembangan pelajaran bahasa Indonesia secara umum mengalami ketinggalan dibandingkan dengan pelajaran yang lainnya. Walaupun kedudukan dan fungsi bahasa Indonesia begitu utama dalam kehidupan berbangsa dan bernegara, perkembangan pelajaran bahasa Indonesia dalam ranah pendidikan belum banyak tersentuh oleh kemajuan teknologi pembelajaran. Teknologi komputer memungkinkan melakukan kombinasi multimedia berupa tulisan, suara, gambar, dan video pada proses penilaiannya. Program CBT berbasis multimedia yang dikembangkan diharapkan lebih menempatkan pelajaran bahasa Indonesia lebih relevan dengan kedudukan dan fungsi bahasa Indonesia. Bank soal yang berbasiskan multimedia tersebut menyesuaikan kompetensi bahasa Indonesia terutama dari aspek menyimak dan membaca. Pemberian tes dalam bentuk butir soal multimedia diharapkan dapat lebih memberikan peningkatan penilaian pada aspek keterampilan kognitif dan kemampuan memecahkan masalah dibandingkan dengan tes yang hanya berbasis teks yang lebih berfokus pada aspek pengetahuan siswa. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 185 DAFTAR PUSTAKA Alwi, Hasan, et al. 1999. Tata Bahasa Baku Bahasa Indonesia. Edisi ketiga, Jakarta: Balai Pustaka Alwi, Hasan. 2002. Kamus Besar Bahasa Indonesiai.Edisi ketiga. Jakarta: Balai Pustaka Bunderson, et al. 1989. The four generation of computerized educational measurement. Dalam R.L. Linn (Ed.), Educational Measurement (3rded, pp. 367-407). New York : American Council on Education & Macmillan Publishing Company. Cheng, I., dan Bischof, W.F. Juli, 2007, Multimedia item type design for assessing human cognitive skills. ICME Special Session. Beijing. pp. 1830-1833. [Versi Elektronik]. Diambil pada tanggal 20 November 2011 dari http://webdocs.cs.ualberta.ca/~lin/publication/icme07-Intelligence.pdf Ismail. 2009. Kreativitas guru dalam proses pembelajaran bahasa Indonesia pada MIN Yogyakarta 1. Laporan Tesis. Tidak dipublikasikan. Program Pascasarjana Universitas Negeri Yogyakarta. Keraf, Gorys. 1991. Tata bahasa Rujukan Bahasa Indonesia. Jakarta: PT Gramedia Widiasarana Indonesia. Maryanto, et al. 2014. Bahasa Indonesia ekspresi diri dan akademik. Edisirevisi . Jakarta: Kementrian Pendidikan dan Kebudayaan. Munger, F. 2009. Student achievement on international assessments: Perspectives on Indonesian students’ performance. Makalah Seminar Mutu Pendidikan Dasar dan Menengah Hasil Penelitian Puspendik. Jakarta: Badan Penelitian dan Pengembangan Departemen Pendidikan Nasional Saukah, Ali. 2005. Pengembangan sistem penilaian di bidang bahasa. Rekayasa sistem penilaian dalam rangka meningkatkan kualitas pendidikan, Yogyakarta : HEPI Swediati, Noni dan Utrodewo, F.N. 2009. Prestasi membaca peserta didik Indonesia dalam studi PIRLS 2006. Makalah Seminar Mutu Pendidikan Dasar dan Menengah Hasil Penelitian Puspendik. Jakarta: Badan Penelitian dan Pengembangan Departemen Pendidikan Nasional Pressman, R.S., 2001, Software Engineering, A Practitioner’s Approach. 5th ed. USA : Mc Graw Hill Book Inc. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 THE ANALYSIS OF REGENCY ETIQUETTE REFLECTED IN JANE AUSTEN’S NOVELS Anindya Nurul Kusuma Dewi POST-GRADUATE PROGRAM OF LANGUAGE STUDY MUHAMMADIYAH UNIVERSITY OF SURAKARTA [email protected] +62 81326521048 ABSTRACT Etiquette in England is interesting to be analyzed, because England has several periods and different manners along with the country development. One of them is Regency period. It had some manners that reflected in Jane Austen’s novels. This research aims to identify types of etiquettes in the Jane Austen’s novels; describe the etiquettes that reflected in the Jane Austen’s novels; and reveal the underlying reason why Jane Austen addressed the etiquettes in the novels. This study is qualitative research which the researcher uses narrative research to analyze the works. The data of the research are the etiquette in the Jane Austen’s novels: Sense and Sensibility (1811), Pride and Prejudice (1813), Mansfield Park (1814), Emma (1815), Northanger Abbey (1818), and Persuasion (1818) novels. The technique of data collection is done through documentation of library research. After all data have been collected, then analyze the data used descriptive analysis. The finding of this research isfound five etiquettes reflected in all of the six novels. Those etiquettes are visiting manners, speaking manners, party and balls, dressing manners, and table manners found in all of the six novels. The social rules did apply to both ladies and gentlemen, and touched upon almost every area of daily life. Keywords: etiquette, Jane Austen’s novels, regency England, early nineteenth century, sociological approach A. INTRODUCTION Jane Austen’s novels have become the famous novel in two hundred years. The author creates her works as the reflection of the social phenomena or conditions at the time. As Klarer (2004: 1) said that literature “as cultural and historical phenomena and to investigate the conditions of their production and reception.” Jane Austen’s novels represented the social condition and situation in the early of nineteenth century. It is interesting that England had several periods and different manners along with the country development. One of them is Regency period. The Regency was an era of change and unrest as well as one of glittering social occasions, celebrations and extraordinary achievement in art and literature (Kloester, 2010: 1). It had some manners that reflected in Jane Austen’s novels. This research aims to identify types of etiquettes in the novels, describe the etiquettes that reflected in the novels, and reveal the underlying reason why Jane Austen addressed the etiquettes in the novels. There are some researchers who have done the research in Jane Austen’s novels, such as Tanrivermis (2005), Bochman (2005), Vuoso (2008), Hearn (2010), Foust (2013), Olson (2013), Sasso (2013), Ashfaq and Khattak (2014), Boarcas (2014), and Guin (2015). However, most of the researchers who analyzed the works of Jane Austen focused on the feminist aspect, the adaptation from the Austen’s work into several novels or movies, and 186 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 187 marriage life. So, there are no researchers who have been conducted a research about the etiquette that reflected in the Jane Austen’s novels. B. UNDERLYING THEORY According to Swingewood and Laurenson (1972: 12) literature is “A work of art, which expresses of human life and the problem on society, particularly concerns with law, religion, norms and value of society, economics, and politics with qualities of the relationship among them.” Literary used as a social document, literature can be made to yield the outlines of social history (Wellek and Warren, 1962: 99). Through the literary works, we can learn phenomena in society in certain time and place (Swingewood and Laurenson, 1972: 15-17). Literary works give details of particular periods, reflects norms, attitudes, classes, and values in the sense of the writer’s own intention.From their explanations, researcher thinks that this study is suitable to analyze using sociological approach. It is clear that sociology and literature is influencing and complementing each other. C. RESEARCH METHOD This study is qualitative research which the researcher uses narrative research to analyze the works besides books and other related references to support the subject matter. The data of the research are the etiquette in the Jane Austen’s novels. The primary data sources are Jane Austen’s Sense and Sensibility (1811), Pride and Prejudice (1813), Mansfield Park (1814), Emma (1815), Northanger Abbey (1818), and Persuasion (1818) novels. While the secondary data are taken from other sources such as journal, books of literature, author’s biography, essays, article, and other relevant information. The technique of data collection is done through documentation of library research. Documentation is the data collection which uses all of the data sources (Creswell, 2007: 118). After all data have been collected, then analyze the data used descriptive analysis. As Miles and Huberman explained (1994: 245) the methods of data analysis includes several steps. The steps are collecting the data sources, recording the information by taking notes and writing reflective passages in notes, summarizing field notes by drafting a summary sheet on the field notes, writing codes and memos, noting patterns and themes, counting frequency of codes, building the logical chain, and displaying the data by making contrast and comparisons. D. RESEARCH FINDINGS AND DISCUSSION 1. Research Findings The researcher found several manners in Jane Austen’s novels reflected in the early of nineteenth century England. The manners are visiting manners, speaking manners, party and balls, dressing manners, and table manners. a. Visiting Manners 1) Visitor a) Formal Visit The formal visit is business occasion. There should be a written invitation but if among the businessmen are close friend, no written invitation needed. It shows in Emma when Mr. Knightley visited Mr. Woodhouse to discuss about their business. 188 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 …Mr. Knightley, who had been of the party, and had seen only proper attention and pleasing behaviour on each side, he was expressing the next morning, being at Hartfield again on business with Mr. Woodhouse, (Emma, 2006: 111) Regency England was dominated by man in every part of job field such as farmer, trader, soldier, lawyer, etc. Most of the gentleman’s job in the Regency Period was businessman or military man. In fact that formal visit is seldom to find rather than the informal visit in Jane Austen’s novels, because the society was merely about the pleasure and much about social activities. b) Informal Visit For the informal visit here is social event, family visiting, and visit in someone’s house. The invitation is direct invitation if the host and the guest are close to each other. The main point in a country house is to give as little trouble as possible. In case of social visit, the new citizen who moved in a new city or village, or if the person has been married, usually they will receive the neighbor as a guest. If the neighbor relations are going well, they will visit often and invite them back to dine together. Captain Wenthworth was known to be at Kellynch, and Mr. Musgrove had called on him, and come back warm in his praise, and he was engaged with the Crofts to dine at Uppercross, by the end of another week. And he made a very early return to Mr. Musgrove’s civility. (Persuasion, 2006: 63) Holiday season is one of the reasons visiting family. Jane Austen is often mentions about travelling to their family members or near friends in her novels. It is shown in her novels, when Mrs. Bennet’s brother and his wife came as usual to spend Christmas at Longbourn (Pride and Prejudice, 2006: 158). Even Isabella Woodhouse or Mrs. John Knightley has been married and lived in London, she, her husband and their children visited to the Woodhouse’s house before Christmas (Emma, 2006: 5). In a long visit, if the host had another schedule, the guest might do activity that pleased him. Elizabeth Bennet went walk to her favourite sheltered path while Mr. and Mrs. Collins were calling on Lady Catherine (Pride and Prejudice, 2006: 191). While in Emma Mrs. John Knightley has her own schedule to spend her morning with her children. She spent it herself because her father condition was impossible to walk far from home, and her sister could not left her father alone. Mrs. John Knightley going about every morning among her old acquaintance with her five children, and talking over what she had done every evening with her father and sister. (Emma, 2006: 73) When taking leave, the guest should express the pleasure they have experienced in their visit.” It is drawn when Elizabeth ended her visit in the Collins, she thanked and said that she had great enjoyment to spend the time with them. Elizabeth was eager with her thanks and assurances of happiness. She had spent six weeks with great enjoyment; and the pleasure of being with Charlotte, and the kind attentions she had received, must make her feel the obliged. (Pride and Prejudice, 2006: 238) An important rule for ladies are when they were in a journey that they should have a servant or family member to accompany them during the journey, because it could be dangerous whether it public or private carriage (Kloester, 2010: 174). Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 189 2) Host All kind of visit should get the invitation letter or direct personal invitation from the lady of the house.The purpose of invitation were vary and it depends on the hostess, because the hostess who has role to send the invitation to the guest.As mentioned in Mansfield Park, the invitation come to make two family closer because Mr. Rushworth take in marriage Maria Bertram. Mrs. Rushworth make the invitation on her own, directly come to the Bertram’s house to invite the whole member of the family. Mrs. Rushworth, a well-meaning, civil, prosing, pompous woman, who thought nothing of consequence…, had not yet given over pressing Lady Bertram to be of the party. Lady Bertram constantly declined it. “The loss of her ladyship’s company would be a great drawback, and she could have been extremely happy to have seen the young lady too, Miss Price, who had never seen at Sotherton yet, and it was a pity she should not see the place.” (Mansfield Park, 2005: 73 – 74) According to Kloester (2010: 98), “If the lady of the house wished to see visitor, the guest was invited to come in the morning room or in the drawing room, whereas the host received his guest in the business room or library.” On the other way, if the lady of the house does not wish to see her guest, she would send the servant to tell that she is not at home. This happened to Catherine Morland when she visited Miss Tilney, When she was going to the Tilney’s lodging and Miss Tilney was about to go with her father, “She gave her card. In a few minutes the servant returned, and said he had been mistaken, for that Miss Tilney was walked out.” (Northanger Abbey, 2006: 90) Nevertheless, the host should provide amusement for his guests (Hughes, 1998: 190). This is shown when Mrs. Collins welcomed her friend with the liveliest pleasure, and Elizabeth was more and more satisfied with coming, when she found herself so affectionately received (Pride and Prejudice, 2006: 176). Sometimes the host has made some arrangements to spend the day with the guests and if the host has something to attend after breakfast, the guest will retire to their own occupations (Hughes, 1998: 190). b. Speaking Manners 1) Formal The researcher determines formal speaking based on the occasion, such as business and ball. In formal introduction, a social inferior is always introduced to a superior, men to women rather than the reverse, and only with the latter’s acquiescence (Pool, 1993: 55). This rule apply in public assembly, the master of ceremonies will introduce the gentleman to the lady as a partner of dance. According to Le Faye (2002: 113) “modes of address were very formal even within the family, in public at least, husband and wife spoke and referred to each other as Mr. and Mrs.; while children called their parents Sir and Ma’am as well as Papa and Mama.”Outside the family, Christian names were used to distinguish younger brothers and sisters. To address or refer to some unrelated person by their Christian name alone signified either that the person was a child or an inferior, or else that the speaker was over-familiar and vulgar. I only puzzle them, and oblige them to make civil speeches. Mr. Edmund Bertram, as you do not act yourself, you will be a disinterested adviser;” (Mansfield Park, 2005: 143) 190 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 From the example above, Edmund Bertram is the younger brother. The citizens would call Tom Bertram as Mr. Bertram because he is the older brother. So that is why Edmund called as Mr. Edmund Bertram to differentiate between the older son and younger son. 2) Informal In the society, people must know how to use word wisely and give another people chance to talk. Even the upper class sometimes they can misbehave, just like Mr. Darcy did. In Pride and Prejudice(47 – 48), Mr. Darcy had insulted Mrs. Bennet with talking that in the country has unvarying society. So, Mrs. Bennet has felt insult by Mr. Darcy and told him that she had dinner with twenty four families there. As explained from the example, Jane Austen described the opposite manner to speak politely. She did not agree with the attitude and describe it through the minor characters. c. Party and Balls 1) Dinner Party The dinner party began with the selection of guests who would not be socially uncomfortable together (Pool, 1993: 72). The guests usually their close friends, neighbor and business or political colleague, so generally they knew each other. Write the invitations or it can be direct invitation to the guest (Sullivan, 2007: 45). Soon after the invitation has arrived, the guest should write the RSVP to the host, to inform whether they will come or not. Dinner parties were an ordeal, if not for the guests, then certainly for the hostess. As happened in Emma, when Mr. and Mrs. Elton married, the citizens often invited them to attend the dinner at their house. Everybody in and about Highbury who had ever visited Mr. Elton, was disposed to pay him attention on his marriage. Dinner-parties and eveningparties were made for him and his lady; and invitations flowed in so fast that she had soon the pleasure of apprehending they were never to have a disengaged day. (Emma, 2006: 191) It had become a rule that after dinner the ladies followed the hostess to the drawing room for drinking tea or coffee, conversation, reading, gossip, or needlework until the gentlemen join them to drink tea (Sullivan, 2007: 109). After drinking tea or coffee was over and the gentlemen have already joined the ladies, they would entertain themselves by playing cards, dancing, singing or playing music. 2) Balls Ball was the other pleasure of social activity that can be engaged with the whole citizen. There were two kinds of ball, public assembly and private ball. Public assembly usually requires the payment of a fee; while the private ball the guest will receive a handwritten invitation from the host and the guest must respond the invitation (Sullivan, 2007: 117). The sessions for both private and public balls were the same, usually dancing, playing music, singing, or playing card for those who do not dance. When man asked woman to dance, there are some appropriate rules to do. For the purpose of dancing wait to be recognized before speaking with ladies, and a gentleman cannot ask a lady for more than two dances during the same evening (Pool, 1993: 55). Isabella speaks to Catherine that her brother ask Isabella to dance again, “…my dear Catherine, what your brother wants me to do. He wants me to dance with him again, though I tell him that it is a most improper thing, and Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 191 entirely against the rules. It would make us the talk of the place, if we were not to change partners.” (Northanger Abbey, 2006: 53) When the dance began, the first dancers were the hostess or her daughter and the gentleman of highest rank present (Pool, 1993: 80). Besides the highest rank, the new bride also got the honorable to lead the dance.Some partners engaged in conversation during dancing, they did it to make their partners not to feel bored. A woman who is usually tries to start conversation.However, how hard woman tries to make a good situation while dancing, they should be prepare for silence. d. Dressing Manners 1) Formal Dressing for Ladies Formal dressing for ladies was worn to the balls. The ladies used muslin, silk, satin or lace for the material, and white as the favorite color because it was more easily combined and accessorized than other colors (Downing, 2011: 27).It proofed when Edmund tells Fanny (in Mansfield Park, 2005: 216) “A woman can never be too fine while she is all white. No, I see no finery about you; nothing but what is perfectly proper. Your gown seems very pretty. I like these glossy spots. Has not Miss Crawford a gown something the same?” The train at the back gown was still styled for ball dress to make an elegant look, and the ladies would pinned it when they were dancing to make them easier to move. Women wore gloves and shawl to keep them warm when outside of the house. Mrs. Morland told Catherine to wear her shawl at night to keep her warm, “I beg, Catherine, you will always wrap yourself up very warm about the throat, when you come from the Rooms at night (Northanger Abbey, 2006: 11).” 2) Formal Dressing for Gentlemen The gentlemen wore black cloth and trousers, waistcoat, and black shoes with gold or silver buckles for the evening wear (Sullivan, 2007: 75). As Mr. Elton’s wear to attend dinner party in the Mr. and Mrs. Weston’s house, “…the step was let down, and Mr. Elton, spruce, black, and smiling… (Emma, 2006: 77).” Coats were plain, usually dark–coloured cloth, waistcoats could be of a wide variety of colours and fabrics. For the evening, white or black were the essentials colours (Kloester, 2010: 182). “I longed to know whether he would be married in his blue coat.” (Pride and Prejudice, 2006: 352) 3) Informal Dressing for Ladies The informal dresses for ladies were morning dress and visiting dress. Morning dress was the simpler style than the visiting dress. Plain or sprigged muslins in light or darker colored calico or wool are best for ladies’ morning gowns (Sullivan, 2007: 69). Habit is a riding or travelling dress as well as for horse-riding.The ladies were also worn outerwear to keep them warm and as their gown statements at once. There are various styles of outerwear: pelisse, spencer, and cloak. “She is netting herself the sweetest cloak you can conceive.” (Northanger Abbey, 2006: 33) Accessories were an essential part of a well-dressed for the Regency woman’s wardrobe and included a variety of hat, gloves, muffs, fans, and bags (Kloester, 2010: 206). The popular style of hat at that time is bonnet. It has strap to tie under the chin. Women’s in the Regency period like to modify their bonnet with lace, satin, or bow to make it prettier and different to the other bonnet or make it look like a new bonnet. 192 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 Bags were not only for complement style, it also to carry stuffs. Woman in the Regency period safe their needle tools in the bags, called work bag. She vowed at first she would never trim me up a new bonnet, nor do anything else for me again, so long as she lived; but now she is quite come to, and we are as good friends as ever. Look, she made me this bow to my hat, and put in the feather last night. There now, you are going to laugh at me too. But why should not I wear pink ribbons? I do not care if it is the Doctor’s favourite colour. (Sense and Sensibility, 2006: 308) Shoes were also known as slippers, had several models and its different functions. Either flat or low heel were fastened with ribbons or laces tied around the ankle or instep (Kloester, 2010: 205). For walking or riding, a lady wore half boots (Kloester, 2010: 206). 4) Informal Dressing for Gentlemen The same thing with women’s clothing, menswear in the daytime, a gentleman will wear a cutaway coat in a plain dark fabric, a style just made for riding, as well as a waistcoat, breeches, or pantaloons, boots, and a snowy linen shirt and cravat (Sullivan, 2007: 75). It was a habitual of men in the Regency era to wear coat when they were on a walk, a short travel or a journey. Coat is like their essential clothes. The coat can protect them from the extreme weather. For the soldier, army or navy, coat was their primary outfit in every occasion. Every gentleman has a great coat for driving an open vehicle or walking. ...when Henry, about an hour afterwards, came booted and great coated into the room… (Northanger, Abbey, 2006: 217) As explained above, Henry Tilney wearing boot and great coat, it is a dressing for outdoor activity. Usually great coat are wear for a travel to protect from the cold weather or wind. A gentleman also wore accessories such as hats, cravat, gloves, walking stick and jewelries. Hat always wear when a gentleman goes outside. They also trimmed their hats to show the status or his condition. A gentleman wears different style of hat for a different occasion. In fact, Anne could never see the crape round his hat, without fearing that she was the inexcusable one. (Persuasion, 2006: 175) In Persuasion, Mr. Elliot who is widower trimmed his hat with a black crape as sign that he is still in mourning for his wife death seventh months ago. It is undeniable that accessories sometimes show the status of the wearer. The neckcloth was a large square of fabrics, usually muslin, lawn, or silk, which was folded into either triangle or a wide band and tied at the front neck (Kloester, 2010: 189). Mr. Tilney shown it was true that he bought cravat on his himself, “I always buy my own cravats;” (Northanger Abbey, 2006: 20). For the man of fashion, the neckcloth or cravat was a crucial part of his daily dress. The other essential accessories are gloves. It is shown in the novel that gentlemen also wear gloves for outdoor or indoor activity except in the dinner. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 193 e. Table Manners 1) Host Dinner was became a social habitual in the Regency period. The host and hostess should be prepared for the dinner party in their house to make the dinner run smooth and comfortable for the guest. In Jane Austen’s novels, the host prepared everything to make the dinner party are not disappointing. From arrange the menu until prepare the guests’ special needs. If there is a guest who is invalid, be sure that the host has a special screen for the fire (Sullivan, 2007: 45). Mr. Knightley has been prepared for Mr. Woodhouse’s need, “especially prepared for him by a fire all the morning, he was happily placed, quite at his ease (Emma, 2006: 237).” In Hartfield, the fire has never been extinguished even in summer because Mr. Woodhouse’s condition and he always worried about being unhealthy if the fire was extinguished. So, Mr. Knightley gets the fireplace on for that day to make Mr. Woodhouse comfortable and Emma could enjoy the events. 2) Guest Jane Austen's people lived at a time of transition regarding the conventions governing the entrance to the dining-room. Formerly it had been the rule for all the ladies to enter together first, followed by the men. Later etiquette dictated that each gentleman should offer an arm to his chosen - or allotted - lady to take her in; the host always escorting the female guest of highest social standing (Lane, 1995: 39). Dinner was on table. – Mrs. Elton, before she could be spoken to, was ready; and before Mr. Woodhouse had reached her with his request to be allowed to hand her into the dining-parlour, was saying--"Must I go first? I really am ashamed of always leading the way." (Emma, 2006: 197) Mr. Woodhouse as the host and gentleman with the highest social rank offered an arm to Mrs. Elton as his special guest and a new bride. Hence, she and Mr. Woodhouse led the way to the dining room. When the servants are present to clean up the dish; do not gossip or discuss private business; while the table is cleared and the second course is laid out (Sullivan, 2007: 109). If the servants hear what the host and the guest talking about, the servants gossiping the conversations they heard. The host and guest may start to talk when the servants have already exit from the room. 2. Discussion Jane Austen’s novels have relation to the English society in the early nineteenth century. It proofs that the etiquette in the novels of each characters reflected to the society of Regency England. As Wellek and Warren (1962: 89) state that “Literature has also a social function, which cannot be purely individual. Thus a large majority questions raised are, at least ultimately or by implication, social questions of tradition and convention, norms and genres, symbols and myths.” This is clear that Jane Austen’s novels represent the social convention and norms at that time. Swingewood and Laurenson (1972, 15-17) state that “through the literary works, we can learn phenomena in society in certain time and place”. Jane Austen wrote the novels as the reflection of Regency England’s condition in the early of nineteenth century. The social condition may contain all aspects such as social, culture, economy, politic, and religious aspect. The aspects contain in this novels are social and culture.Literary work give details of particular periods, reflects norms, attitudes, classes, and values in the sense of the writer’s own intention. The researcher analyzes that Jane Austen’s intention in her novels is the social life of Regency England. The researcher 194 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 finds that the daily activity of the novels reflected the etiquette of England society in the early nineteenth century. We can see from how the characters behave in every novel. The Regency period was famous with manners and social activities. E. CONCLUSION Based on the research findings and discussion in above, the researcher draws the conclusion as follows. First, there are five etiquettes reflected in all of the six novels. Those etiquettes are visiting manners, speaking manners, party and balls, dressing manners, and table manners found in all of the six novels. In each manner divided into several specific manners based on the gender, occasion, and personal’s status. Second, the etiquettes described through the conversations, author’s narration, and character’s behavior. The researcher analyzes both major and minor characters in the novels to make the data clear and strong. For example when Mr. Darcy and Elizabeth Bennet, and Frank Churchill and Emma Woodhouse were dancing, the gentlemen secured ladies’ hands and lead them to the dance floor. The dressing for both ladies and gentlemen are different and it depends on the event. Third, Jane Austen addresses the etiquette in the novel because it was important for social interaction. The etiquette in the Regency England were exists and determined by a complex set of rules of varying flexibility, with different codes of behavior for men and women (Kloester, 2010: 3). The social rules did apply to both ladies and gentlemen, and touched upon almost every area of daily life. BIBLIOGRAPHY Ashfaq, Samina and Nasir Jamal Khattak. 2014. “Self-Realization and Social Harmony in Austen’s Pride and Prejudice.” Journal of Humanities & Social Sciences. Vol. XXII (2), 1-6. Pakistan: University of Peshawar. Austen, Jane. 2005. Mansfield Park. San Diego: ICON Group International, Inc. __________. 2006. Emma. Cambridge: Cambridge University Press. __________. 2006. Northanger Abbey. Cambridge: Cambridge University Press. __________. 2006. Persuasion. Cambridge: Cambridge University Press. __________. 2006. Pride and Prejudice. Cambridge: Cambridge University Press. __________. 2006. Sense and Sensibility. Cambridge: Cambridge University Press. Boarcas, Camelia. 2014. “Feminine Consciousness in Jane Austen’s Novels.” Journal of Research in Gender Studies, Vol. 4 (2), 1021-1027. Spiru Haret University. ISSN: 2164-0262 Bochman, Svetlana. 2005. Less than Ideal Husbands and Wives: Satiric and Serious Marriage Themes in the Work of Jane Austen and Oscar Wilde. Dissertation. The City University of New York. Creswell, John W. 2007. Qualitative Inquiry and Research Design Choosing among Five Approaches 2nd Edition. London: Sage Publications. Foust, Whitney R. 2013. The Miniature Tour: Jane Austen’s Use of Grand Tour Elements in Sense and Sensibility, Northanger Abbey, and Pride and Prejudice. Master’s Thesis. Tennessee Technological University. UMI No. 1548491. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 195 Guin, Katherine A. 2015. An Aristotelian Approach to Jane Austen’s Mansfield Park. Dissertation. Florida State University. UMI No. 3705823. Hearn, Collen Porter. 2010. “Jane Austen’s Views on Dance, Physical Activity, and Gender as an Interdisciplinary Topic.” Journal of Physical Education, Recreation & Dance. Vol. 81 (2), 6-8. Huberman and Miles. 1994. Qualitative Data Analysis Second Edition. London: Sage Publications. Hughes, Kristine. 1998. The Writer’s Guide to Everyday Life in Regency and Victorian England. Ohio: Writer’s Digest Books. Klarer, Mario. 2004. An Introduction to Literary Studies Second Edition. London: Routledge. Kloester, Jennifer. 2010. Georgette Heyer’s Regency World. Illinois: Sourcebooks, Inc. Lane, Maggie. 1995. Jane Austen and Food. London: The Hambledon Press. Le Faye, Deirdre. 2002. Jane Austen: The World of Her Novels. New York: Harry N. Abrams, Inc. Pool, Daniel. 1993. What Jane Austen and Charles Dickens Knew: From Fox Hunting to Whist. New York: Simon & Schuster Inc. Olson, Veronica J. 2013. Conforming to Conventions in Jane Austen’s Northanger Abbey, Pride and Prejudice, and Emma. Master’s Thesis. Sasso, Kendal. 2013. Analyzing Reader Response to the Plotlines of Secondary Characters in Jane Austen’s Pride and Prejudice and Northanger Abbey through Walter Fisher’s Narrative Paradigm. Master Thesis. Gonzaga University. UMI No. 1537276. Sullivan, Margaret C. 2007. The Jane Austen Handbook: Proper Life Skills from Regency England. Philadelphia: Quirk Books. Swingewood, Alan and Diana Laurenson. 1972. The Sociology of Literature. London: Paladin. Tanrivermis, Mihriban. 2005. Female Voice in Jane Austen: Pride and Prejudice and Emma. Master Thesis. Middle East Technical University. Vuoso, Kimberli. 2008. Universally Acknowledged in Adaptations: Jane Austen’s Pride and Prejudice for a New Century. Master Thesis. California State University. Wellek, Rene and Austin Warren. 1962. Theory of Literature. New York: A Harvest Book. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 ENGLISH COMMUNICATION COMPETENCY IMPROVEMENT ON SPOKEN AND WRITTEN NARRATIVE TEXT THROUGH “VCD CUTTING” MEDIA ATMTS PPMI ASSALAAM Zainal Ariffin Universitas Muhammadiyah Surakarta [email protected] Abstract This is a classroom action research. Its title was English Communication Competency Improvement on Spoken and Written Narrative Text Through “VCD Cutting” Media inMTs PPMI Assalaam Sukoharjo. The aim of this action research was to improve students’ English learning result. The learning process was implemented with two cycles (modes), spoken and written English. Each cycle covered four steps, namely “Building Knowledge of the field, “Modeling Text”, “Joint Construction of the Text”and “Independent/ Individual Construction of the Text. The implementation of these steps wasdivided into 3 cycles in action research, cycle I, II and III. Each cycle covered: Planning, Implementation, Observation and Reflection. The research area covered: 1) Genre: Narrative Text for students of Grade VII Language Program, semester 1. 2) The problems proposed: How to improve students’ creativity, activities, and scores to express and response meaning in monolog text in spoken and written accurately and acceptably on narrative text. This research is for students ofMTs PPMI Assalaamgrade VIII. Motivation and scientific attitude was measured with questionnaires. Activities and skill process to communicate in spoken and written were measured with rubric assessment when they presented their group work of narrative reaching the Joint Construction of the Text. It was typed in Power Point completed with animation, sound, color, the depth of the material and “VCD Cutting”. Cognitive domain was measured with pre-test and post-test. The results of the research were as follows: The result of the test in cycle I was 63 SKBM (School Passing Grade 64), it didn’tfulfill the action achievement indicator. In cycle II, III fulfilled the action achievement indicator SKBM(School Passing Grade 65). The students’ average score were 71 in Cycle II and 79 in cycle III. Students’ motivation and sciencetific result fulfill the achievement indicator. There were 26 out of 30 students gave positive response by stating agree towards the questionnaires so there were only 4 students who didn’t agree with the questionnaires. The average score in cycle II on the spoken group workpresentation was 84 65 and on the written group work presentation was 84 65 and this result really fulfilled the result of an action research. In cycle III the students’ average score on the independent/ Individual Construction of Text was 70 which meant the school passing grade 65. It meant that it fulfilled the achievement Indicator. Keywords: Junior High School, English Learning on Narrative Text, VCD Cutting. 1. Introduction The implementation of the 2013 curriculum was started step by step in the academic year 2014/2015. There were significant changes from 2006 curriculum. These changes may cause some problems for most English teachers to implement the curriculum in the classroom. The teacher, in SMA PPMI AssalaamSukoharjo Central Java which is on the academic year 2014/2015, has started to implement 2013 curriculum for tenth grade. The new thing for the 196 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 197 writer is that the 2013 curriculum suggested English teachers to use sciencetific approach in teaching methodology. According to the book of Standard Competence for English lesson for Senior High School students 2006 curriculum, standard competence which should be mastered by the students is that they should be able to communicate in spoken and written Englishacceptably and accurately in interactional and short monolog especially on procedure, description, report, news item, narrative, recount/ spoof, exposition, discussion, explanation and review text. These texts are known as text types or “genre” which really something new for students as well as teachers. Because that the 2006 curriculum was a kind of thematic based on instruction. In teaching narrative text, what is meant by cycle here is different from that in action research. So the meaning of cycle, spoken and written in teaching language has nothing to do with the meaning of cycle in action research. With these stages, students are guided to be able to create their own narrative texts in spoken or written form. According to the writer’s experience to teach in the classroom and the discussion of MTs PPMI Assalaam English teachers in MGMP (English Teachers Forum), most problems faced by the students is when they reach the stage of “Joint Construction of Text” and “Individual Construction of Text” both in spoken or written cycle. The writer found the problem whenstudents try to express and response meaning in monolog text using spoken and written English accurately and acceptably. This difficulty affected the students’ English score. This problem had to be resolved. The writer, therefore, tried to find a solution. Because the problem was to express and response meaning in monolog text using spoken and written English accurately and acceptably, the writer tried to increase their performance by using suitable, interesting and exciting media, film. Average, students, at the age of juniorhigh like film stories that they watch on TV, VCD, or movie. By watching the visualization of a story there would be ideas appeared from them to tell stories about the film they watched in spoken or written form. The 2013 Curriculum also includes computer skill or Information Technology (IT) as a media in teaching learning process. This was very helpful for the students’ performance when they were studying English. They could tell stories in spoken or written using media Microsoft Office Power Point completed with interesting color, animation, and VCD cutting taken from motion pictures which reflected the stories they presented in front of their classmates. Through their presentation, two cycles, spoken and written could be obtained at once. Spoken cycle could be seen when they told stories about the film and written cycle could be seen on the narrative text which they wrote in Power Point. But by using media VCD Cutting, is there any students’ improvement to express and to response meaning in monolog text in spoken and written form accurately and acceptably on narrative text. The writer formulated this article entitled: “English Communication Competency Improvement on Spoken and Written Narrative Text Through “VCD Cutting” Media atMTs PPMI Assalaam Sukoharjo Central Java”. 2. 2.1 Theoretical review Action Research With this purpose in mind, the following features of the action research approach are worthy of consideration (Koshy, 2010: 1): Action research is a method used for improving practice. It involves action, evaluation, and critical reflection and – based on the evidence gathered – changes in practice are then implemented. He states that action research is a disciplined process of inquiry conducted by and for those taking the action. The primary 198 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 reason for engaging in action research is to assist the “actor” in improving and/or refining his or her actions. Practitioners who engage in action research inevitably find it to be an empowering experience. Action research has this positive effect for many reasons. Obviously, the most important is that action research is always relevant to the participants. Relevance is guaranteed because the focus of each research project is determined by the researchers, who are also the primary consumers of the findings. Perhaps even more important is the fact that action research helps educators be more effective at what they care most about—their teaching and the development of their students. Seeing students grow is probably the greatest joy educators can experience. When teachers have convincing evidence that their work has made a real difference in their students' lives, the countless hours and endless efforts of teaching seem worthwhile. Figure 01 : Kemmis and McTaggart’s action research spiral Kemmis and McTaggart (2000: 595) to describe it as participatory research. The authors state that action research involves a spiral of self reflective cycles of: • Planning a change. • Acting and observing the process and consequences of the change. • Reflecting on these processes and consequences and then replanning. • Acting and observing. • Reflecting. • And so on … Educational action research can be engaged in by a single teacher, by a group of colleagues who share an interest in a common problem, or by the entire faculty of a school. Whatever the scenario, action research always involves the same seven-step process. These seven steps, which become an endless cycle for the inquiring teacher, are the following: 1. Selecting a focus 2. Clarifying theories 3. Identifying research questions 4. Collecting data 5. Analyzing data 6. Reporting results 7. Taking informed action 2.2 Scientific approach Regarding to classroom procedure, Fauziati (2015) states five steps to classroom procedures. The first is observing. This includes activities such as reading, listening, Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 199 scrutinizing, and watching. The second step is questioning. This covers raising questions about the information the students do not understand from what is observed. The next step is gathering information or experimenting. This includes doing experiments, reading references other than textbook, observing objects or events, or conducting interviews with resources person. The forth is associating or information processing. This covers processing information already gathered from the previous step or activities such gathering information and observation. The last step is communicating. In this step covers some activities such as delivering the observations, presenting the conclusion verbally or in written form. 2.3 Improvement Improvement is from the word improved which means make or become better. (Hornby, 1973: 494). So what was meant by improvement in this research was the improvement of the students learning achievement. According to Usman (1993), to know the level of teaching learning achievement based on the curriculum implemented were as the followings: 1) Maximum: If all the learning material is able to be mastered by the students. 2) Very good / optimum: If most of the learning material (85 % to 94 % is able to be mastered by the students. 3) Good/ minimum: If most of the learning material (75 % to 84 %. is able to be mastered by the students. 4) Fail:If less than 75 % of the learning material is able to be mastered by the students. So what is meant by improvement in this action research was to create the best situation for students to improve their ability to express and to response meaning in monolog text on spoken and written narrative text accurately and acceptably through media “VCD Cutting” to reach the minimal level of achievement (school passing grade). 2.4 “VCD Cutting” “VCD Cutting” is the result of cutting film from VCD using VCD Cutter software. VCD Cutter is a video editor which is used to make cuts in your VCD videos and MPG files. VCD Cutter allows cutting clips and makes it possible to do it in a simple way as you will only need to follow a few basic steps. The first thing need to do is to open the video file you want to process. Secondly, mark off the start and end to initiate the process. Once have done that, just need to save your work. VCD Cutter stands out for its simplicity. That is why it comes with an intuitive and clear interface integrated which facilitates the users’ work and enables them to process videos and have control over the reproduction with the minimum effort. This software is able to work with the different parts of project in an independent way since VCD Cutter is able to separate and save audio and video. In order to visualize the progress of multimedia files, you can preview the result of work thanks to its built-in screen. The good thing about this software is that it is able to maintain the original VCD quality. This way, it will have the opportunity of watching your final results without losing quality. VCD Cutter is video editing software which is especially indicated for those users who want to make cuts in their multimedia files with the minimum effort but without losing efficiency and quality. 2.5 Teaching and Learning Narrative Text Sardiman in Sudibyo (2006) said that teaching and learning means teaching and learning activity in interactive way between a teacher and students to reach a learning objective. There are some definitions of narrative text. Narrative is a piece of text which tells a story and, in doing so, entertains or informs the reader or listener. (Mark & Kathy Anderson 200 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 Book2: 8) According to Tri Wiratno, Narrative text is a text functions a media to reconstruct past experience. In general, narrative text is used to entertain readers or listeners by making past events alive again. (Wiratno, 2003:13). According to CBC 2006 narrative text is a text which has the following characteristics: Social Function: It is to amuse, entertain and to deal with actual or vicarious experience in different ways. Narratives deal with problematic events which lead to crisis or turning point some kind, which in turn find a resolution. Generic Structure: • ORIENTATION It sets the scene (when & where) and introduces participants/character (who) • COMPLICATION It is a crisis arises, something happened unexpectedly • RESOLUTION The crisis is resolved, for better or for worse • RE-ORIENTATION It is closing to the narrative (optional) Language Features of Narrative: – Specific participants, for example, John and Harry rather than senior high school students. – Past tense form, because we are describing things that happened in the past. – Words giving details of people, animals, places, things and actions such as adjectives and adverbs. – Connectors of time, such as last week, then, etc. – Direct (the actual words spoken by a person), and reported or indirect speech (the meaning of what the person said without using their actual words.) (Kurikulum 2006,2003:80) Teaching and learning narrative text in this research means teaching and learning activity in interactive way between a teacher and students to reach learning objective. It is to express and to response meaning in monolog text on spoken and written narrative text accurately and acceptably. 2.6 The Meaning of Media Media or medium means by which something is done. (Hornby, 1973: 610). So in this research media means any possible thing which is able to deliver learningmessages in a communication so that it can stimulate students to learn. (Kukuh, 2003). The media which is used in an instruction should be interactive whichmeans media as instructional message deliverer involved students actively in the process of communication. As a result, interactive instructional media can be used to improve learning models. For example, by giving a model of a narrative text students can create other narratives. The term audio visual means all materials which present pictures and sound that can be combined as follows: a. Paintings and recorded human sound. b. Paintings and music, c. Photos, sound, music and human sound. d. Film with narration, sound effect and music. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 201 2.7 The need of media in teaching and learning process In teaching learning process, there will be a communication between a teacher message source and students message receivers. To plan teaching and learning activity a teacher should choose media which is really effective and efficient. When the media is an interactive one, the students are not only as listeners or viewers, but also involved actively in the learning process. Moreover, media can overcome the teacher’s lack for example it can present sound effect, pictures and motion so that the message delivered will be more interesting and real. The weakness of media is that it cannotreplace teachers’ function. Media will help teachers in teaching and learning process such as: a. Media audio with the native sound can help teachers and students pronounce difficult letters and words correctly. b. Media help teachers and students pronounce sentences and certain expressions using correct intonation. c. Modeling text helps students use grammar and cultural setting correctly. d. Media presents information or message consistently and can be repeated whenever it is needed. e. Information and Technology Media (radio, TV, Internet/Computer) presents information or messages which overcome the limitation of time and place at once. There are some choices of media which can be used in the English teaching and learning activities: 1. Tape recorder and cassette with native speakers is very good for modeling pronunciations and intonation. 2. Film, very well for modeling situation. 3. LCD (Liquid Crystal Display), is a practical hard ware and more interesting than Video, OHP. LCD is connected to computer using VCD player and camera so that it can be watched by the audience in the classroom. 4. IT (Information Technology) or ICT (Information Communication Technology) is a multi media which can be improved through computer and internet where every person can possibly access learning information without the limitation of time and place. The usage of media in teaching and learning process at school to increase the quality of education has often been done but not all schools can do that. This is because of the condition of the school and the teachers’ lack of competence in instructional media. From the explanation about media, the writer chose media IT, computer and LCD with Microsoft Office Power Point and VCD Cutter software. Therefore, the writer used available instructional source (By Utilization)and design instructional sourcewith Power Point and VCD Cutting (By Design). 3. Method 3.1 Participants The subjects of the research were the students ofgrade VII class G. The reason why this class was used as the sample of the research because the students in this class had got the lesson about Information Technology (IT) so that it was easy for them to insert VCD cutting in their presentation with Microsoft Office Power Point. 3.2 Data collection ` To collect the data the writer designed the following instruments: 1. Paper-pencil test. 2. Performance assessment 202 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 3. Questionnaire 4. Systematic observation 3.3 Data Analysis The model to analyze the data is as the following: Collecting Data Data Display DataReduction Verification/ conclusion Figure 02: Model of Miles & Hubberman Model of Miles & Hubberman (1992: 20) above describes data reduction (sorting of data is important, relevant, and meaningful from useless data), a dish descriptive (narrative, visual images, tables) with a groove serving a systematic and logical inference from the results of which are presented (Action Research impact and effectiveness). 4. Result The writer would like to report the result of the observation of the teaching and learning narrative text. The main point of the action research is in the cycle 3. It is the end of the research. The followings are the explanation of the cycle 3. a. Planning and the preparation of the action. 1. The stage of the teaching and learning cycle 3had been constructed that was the stage of Independent of the Text. 2. The lesson plan for cycle 3 had been constructed. 3. The observation paper for the activity in cycle 3 had been constructed. b. The implementation of the action The implementation of the action in cycle 3: 1. Had implemented the lesson plan cycle 3. 2. Had implemented. “Independent Construction of the Text”. 3. had observed classroom students’ activities 4. had implemented Post-Test c. Observation The writer had done the stage of “Independent Construction of the Text.” The students wrote a narrative text individually. First of all the students chose and planned a new topic or about a story that they had read, or a story based on the film he/ she watched. Then he/ she made a draft of a narrative text and made a review if the writing matched the generic structure of a narrative, swapped the writing with a friend to check whether it was correct or not, or gave other opinion, consulted it with the teacher and finally the student rewrote the draft that had been consulted with the teacher. The best writing would be put on the flannel board in the class room, wall magazine or school magazine, “Image”. On the last cycle the students did the post-test. The result of the observation of cycle 3 was as follows: Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 RUBRIC FOR INDIVIDUAL WRITING ASSESMENT NO . A INDICATOR/VA QUESTIONS / STATEMETNS RIABLE Learning Process 1. Conveys meaning clearly and ketrampilan Proses effectively. (menyampaikan makna dengan jelas dan efektif) Indikator 2. Presents multi-paragraph pencapaian organization, with clear mencapai 64 % introductions, development of bila ketrampilan/ ideas and conclusion. kemampuan (menyajikan organisasi dilakukan skoring. paragraph dengan penjelasan yang jelas, pengembangan gagasan dan kesimpulan) 3. Shows evidence of smooth transitions. (menampilkan keterangan dari peralihan yang halus). 4. Uses varied vivid, precise vocabulary consistently. (menggunakan kosakata yang beragam, jelas dan tepat terus menerus) 5. Writes with few grammatical / mechanical errors. (menulis dengan sedikit kesalahan tata bahasa) SCORE 1 4 2 3 1 4 2 3 1 4 2 3 1 4 2 3 1 4 2 3 Note: 1 = never (tidak pernah) 2 = sometimes (kadang-kadang) 3 = often (sering) 4 = always (selalu) OBSERVATION PAPER – WRITING FOR VARIABLE INDIVIDUAL LEARNING PROCESS SUBJECT: ENGLISH GENRE: NARRATIVE CLASS : XII No Name Learning Process Label A1 A2 A3 A4 A5 SUM S1 AAN MAULANA NURIHSAN 2 3 2 3 3 13 S2 ADELLA MAULANA ANNUR 3 4 4 4 3 18 R S3 AHMAD RADIANSYAH 3 3 4 3 2 15 S4 AKBAR MAULANA 3 3 4 3 2 15 203 204 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20 S21 S22 S23 S24 S25 S26 S27 S28 S29 S30 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 ALIF NURHAFIDZ ARGYA BASANTA ATHAR HAITAMI DEWANTO BASKORO DANANG WISNU MURTI BREGAS MUHAMMAD DEWANTO DIMAS BAGUS PRASETYA ELFASYAHR CHAIRUM MUFTIN FARHAN ABDURROZAQ ARROFI FARIS MU'TAZ HAMID GUSTI ARTHA ALAMSYAH PUTRA HUSNI FAIQ SOLICHIN INKA JANUAR AN NADWA IRVAN EKA SAPUTRA M. ILHAM YOUGA A ALFATEKH MOCH HILMI ZAIN MOHAMAD AKMAL HERDIYANTO MUHAMMAD ADAM SIMABURA MUHAMMAD DHIYAUDDIN MUHAMMAD FAJAR RAMADHAN MUHAMMAD FUAD ROSYADI MUHAMMAD LUTHFI FUADY MUHAMMAD RIFQI ALI MUHAMMAD SATRIA ABDI BANGSA MUHAMMAD YUDHA HUGA P NAF'AN ARSELA RAMADHAN NAYIF ZAYYAAN MUSYAFFA KS Average score 3 3 3 3 3 3 2 3 4 3 3 3 3 2 3 14 14 16 3 3 2 3 3 14 3 3 2 3 3 14 3 3 3 3 2 2 3 3 3 3 14 14 3 3 3 3 3 15 3 3 3 3 2 3 3 3 3 3 14 15 3 3 3 3 3 3 4 3 3 4 4 2 3 3 3 3 3 3 3 3 15 16 17 14 3 2 3 2 3 3 2 2 3 3 14 12 3 3 2 3 3 14 3 3 3 3 4 2 3 3 3 3 16 14 2 2 3 3 3 13 3 4 4 3 4 18 3 4 3 4 2 4 3 3 3 3 14 18 3 3 2 3 3 14 3 3 4 3 3 16 3 3 4 3 3 16 2,9 3,1 3,0 3,0 2,9 The researcher Zainal Ariffin 14,9 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 205 GRAPH : 4 OBSERVATION FOR INDIVIDUAL WRITING From the chart above, it can be depicted the observation for individual writing. From the first learning process until the fifth learning process, there are some differences of average score. A1 is the first learning process which consist of 2,9 average score. A2 or the second learning process is 3,1 average score. A3 or the third learning process is 3,0 average score. A4 or the forth learning process is 3,0 average score. A5 or the fifth learning process is 2.9 average score. The last is the sum of learning process. It is 14.9 average score. LIST OF STUDENTS SCORES CYCLE I,II,III MTS PPMI ASSALAAMSUKOHARJO ACADEMIC YEAR 2015/2016 Class : XII DAILY ASSESMENTS 1 2 3 4 NO NIS STUDENTS’ NAME CYCLE CYCLE CYCLE 3 2 1 PRETEST SCORE SCORE SCORE AAN MAULANA 40 73 80 70 1 048845 NURIHSAN ADELLA MAULANA 55 73 77 90 2 048885 ANNUR R AHMAD 60 67 83 85 3 048966 RADIANSYAH 4 048967 AKBAR MAULANA 45 67 70 80 5 048851 ALIF NURHAFIDZ 40 70 57 70 6 048934 ARGYA BASANTA 40 40 40 95 ATHAR HAITAMI 40 67 73 65 7 048935 DEWANTO BASKORO DANANG 40 67 77 80 8 048853 WISNU MURTI 206 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 BREGAS 048854 MUHAMMAD DEWANTO DIMAS BAGUS 049134 PRASETYA ELFASYAHR 048855 CHAIRUM MUFTIN FARHAN 049101 ABDURROZAQ ARROFI FARIS MU'TAZ 049102 HAMID GUSTI ARTHA 049141 ALAMSYAH PUTRA HUSNI FAIQ 049143 SOLICHIN INKA JANUAR AN 048980 NADWA IRVAN EKA 048904 SAPUTRA M. ILHAM YOUGA A 048945 ALFATEKH 038649 MOCH HILMI ZAIN MOHAMAD AKMAL 048951 HERDIYANTO MUHAMMAD ADAM 049227 SIMABURA MUHAMMAD 048988 DHIYAUDDIN MUHAMMAD FAJAR 049230 RAMADHAN MUHAMMAD FUAD 049235 ROSYADI MUHAMMAD 048991 LUTHFI FUADY MUHAMMAD RIFQI 048992 ALI MUHAMMAD 048992 SATRIA ABDI BANGSA MUHAMMAD 048993 YUDHA HUGA P NAF'AN ARSELA 049001 RAMADHAN NAYIF ZAYYAAN 049124 MUSYAFFA KS AVEARAGE SCORE PASSED FAILED 40 70 70 75 40 60 67 95 53 73 77 90 40 70 73 95 40 63 47 75 40 50 73 80 40 67 73 85 45 57 77 80 80 67 57 80 40 63 70 95 40 73 50 75 40 40 80 40 40 70 77 85 40 77 60 90 40 67 80 75 50 57 63 40 60 67 83 95 40 67 80 75 40 40 83 90 40 67 73 75 40 40 73 75 70 73 87 90 45,3 2 28 63,4 20 10 71,0 23 7 79,7 28 2 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 207 CHART PRE-TES, CYCLE 1, CYCLE 2, CYCLE 3 (POST TES) SCORES That is the chart of pre-test, cycle 1, cycle 2, cycle 3 or post test. From the chart, itcan be seen the difference among them. In the pre-test, there are 2 passed students and 28 failed students. In the cycle 1, there are 20 passed students and 10 failed students. Then, in the cycle 2, there are 23 passed students and 7 failed students. In the cycle 3 or post-test, there are 28 passed students and 2 failed students. d. Reflection. From the observation paper cycle 3 and graph 5 could be reflected that the individual average scores of writing school passing grade 64 % this means that it fulfilled the achievement indicator. And it also showed the improvement from the pre – test only 2 students passed or 7,3 %, in cycle 1 there were 20 students passed or 67 % , in cycle 2 there were 23 students passed or 77 % and in cycle 3 there were 28 students passed or 93 % this means that the result showed the quality assurance of the action research. 5. Discussion There are some advantages of English in the world. English may not be the most spoken language in the world, but it is the official language in a large number of countries. It is estimated that the number of people in the world that use in English to communicate on a regular basis is 2 billion. Second, English is the dominant business language and it has become almost a necessity for people to speak English if they are to enter a global workforce, research from all over the world shows that cross-border business communication is most often conducted in English. Its importance in the global market place therefore cannot be understated, learning English really can change your life. Many of the world’s top films, books and music are published and produced in English. Therefore by learning English you will have access to a great wealth of entertainment and will be able to have a greater cultural understanding. The last, most of the content produced on the internet (50%) is in English. So knowing English will allow you access to an incredible amount of information which may not be otherwise available. In a daily life, there are some problems in writing or speaking English teaching. a. Student's won't talk or say anything b. When students work in pairs or groups they just end up chatting in their own language c. When all the students speak together it gets too noisy and out of hand and I lose control of the classroom 208 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 InWriting,therearesomeproblemsappears.Thoseareerror,theproblem withprepositions,acapitalIdeaandmostofstudentsaredifficulttostartwriting becausetheydonothaveidea.BywatchingfilmusingVCDCutter,wecanshowthe movieandstudentscanwriteeasilyaboutwhattheywatched. 6. Conclusion The conclusions that could be drawn from this action research were as follows: a. The usage of media VCD Cutting effective, interesting, and enjoyable and was able to help the process of teaching and learning on narrative text so that the students could be able to improve their competence to communicate in English, to express and response the meaning of monolog text by using spoken and written modes accurately and acceptably in narrative text. b. In cycle 3 the individual average score of writing was 14,9 or 70 % school passing grade 64 %. This showed that it fulfilled the indicator of the achievement. c. The cognitive scores showed the improvement from the result of the pre – test there were only 2 students failed or 7,3 %, in cycle 1, there were 20 students passed 67 % , in cycle 2 there were 23 students passed or 7 % and in cycle 3 therewere 28 students passed or 93 % This showed that it fulfilled the indicator of a research result and showed the quality assurance of the action research. On the basis of the conclusions above, the writer offered the following suggestions: a. To teachers, especially English teachers should try to look for innovation in implementing the teaching and learning English by using suitable learning media and Information Technology (IT) and media ”VCD Cutting” so that it could be used to overcome the problems faced by the students. b. To students, they should use Information Technology (IT) and media “VCD Cutting” to overcome the problem of studying English especially on narrative text. Bibliography Anderson, Mark and Kathy. 2003. Tex Type in English.Australia: PTY Ltd. Carr, W. and Kemmis, S. (2000) Becoming Critical: Education, Knowledge and Action Research. London: Falmer. Depdiknas. 2006. Standar Kompetensi Mata Pelajaran Bahasa Inggris SMA/MA. Jakarta: Departemen Pendidikan Nasional. Daryanto. 1990. Media Visual. Bandung : Tarsito. Depdiknas. 2003. Pedoman Teknis Pelaksanaan CAR (Classroom Action Research). Jakarta: Direktorat Jenderal Pendidikan Dasar dan Menengah, Direktorat Pendidikan Lanjutan Pertama. Hammond, Jenny et al. 1992. English for Social Purposes. A Handbook for Teachers of Adult Literacy. Sydney: Marcquire University. Sadiman, Arief, dkk. 1996. Media Pendidikan. Pengertian, Pengembangan dan Pemanfaatannya. Jakarta: PT Raja Grafindo Persada. Sudibyo AP, Drs, MPd. 2006. Laporan Penelitian , Pemerintah Kota Semarang. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 209 William R. Lee. 1983. A Study Dictionary of Social English. New York: Pergamon Press. Nurhadi,dkk. 2006. Kontekstual dan penerapannya dalam KBK. Malang: penerbit Universitas Negeri Malang. O’Malley, J. Michael. 1995. Authentic Assessment For Language learners. Longman. Willy Renandya. 1992. Research Methodology. RELC. Singapore. Jaremy Harmer. 2003. How to Teach English . Longman. Sadiman, Arif S, Dr. 1984. Media pendidikan. Pustekom Dikbud dan PT Raja Gofindo persada. NSW, KJ. Eltis, Dr. 1991. An Approach to Writing K-12. Australia: NSW department of School Education. Moh. Uzer Usman, Drs. 1993. Upaya Optimalisasi Kegiatan Belajar Mengajar. Bandung: Penerbit PT Remaja Rosda karya. Poerwodarminto, 1998. Kamus Umum Bahasa Indonesia, Jakarta : Balai Pustaka. Poerwodarminto, 1980. Kamus Lengkap bahasa Inggris , Jakarta : Balai Pustaka. Riyadi santoso, Drs. M.Ed. 2003. Semiotika Sosial Pandangan Terhadap Bahasa. Surabaya: Pustaka eurika. Tri Wiratmo, Drs, MA. 2003. Kiat Menulis Karya Ilmiah dalam Bahasa Inggris.Jogyakarta: Pustaka Pelajar. Suharsimi Arikunto. 1998. Prosedur Penelitian Suatu pendekatan praktis. Jakarta: Rineka Cipta. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 TRANSLATION ANALYSIS OF INDEPENDENT CLAUSE IN THE HUNGER GAMES AND ITS TRANSLATION Mohammad Ali Yafi [email protected] Graduate Program of Language Study Muhammadiyah University of Surakarta Abstract This study examines the types of independent clause found in the novel of The Hunger Games. The study aims at classifying the independent clause in compound sentence found in the novel. The data are in the form of independent clause. The data are collected from both English novel and its translation by using documentation method. The writer applies comparison method in analyzing the data. The result of the study shows that from 67 data, there are 64 data or 95,5% data of affirmative sentence translated into affirmative sentence, 2 data or 2,98% data of affirmative sentence that is not translated, 1 data or 1,49% data of interrogative translated into interrogative. Keywords: translation study, independent clause, The Hunger Games A. Introduction Translation is the solution in understanding the books or other materials or even the conferences as the supporting sources for the development of technology and science which are very important for people in the world.It is an activity which uses language as an object. Based on the researcher experience, translation work is really important for people in understanding knowledge. Translation is not an easy work, since each language has its own rules and system. Besides, translation involves a skill, an art, and science. In this case, the researcher focuses the study on the translation of independent clause. It is because independent clause is very general in sentence. The English independent clause that contains both a subject and a verb and can stand alone as a sentence can be translated into Indonesian in different order. When the readers read this novel or other novel, they usually don’t care about the structure in the novel. They don’t know those kinds of compound sentences that the writer uses and doesn’t understand how to form a compound sentence in a novel. Having such problem, the researcher thinks that it is necessary to study the strategy used by the translator in transferring independent clause in compound sentence. Actually, there are many studies dealing with translation analysis, but the study of translation that deals with the strategy of the translator is relatively small. Some of the studies are in line to the classification of the variation of simple sentence and describing the equivalence of the translation in simple sentence (Rahmah, 2012); the classification and description of sentences and clauses (Pasaribu, 2002); the analysis of clause in academic text (Brooks, 2010); the analysis of nominal clauses and interrogative clauses (Farrokh, 2012); the translation shift of generic-specific (Sasmi, 2008). Few published studies that focuses on the translation analysis of independent clause related to the strategy used by the translator. This research is different from the previous researches in which it studies different object and subject. But those researches become the reference to the study of independent clause in compound sentence in Harry Potter and the Sorcerer’s Stone and its translation. The followings are phenomena that relate to the study. B. Review of Related Literature The writer would like to present the study by reviewing the related literature first. The literature highlights the notion of translation, translation process, and types of sentences (in Indonesian sentences and English sentences) 1. Notion of Translation 210 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 211 Translation is the process of transferring message from source language (SL) to the target language (TL). There are many experts state about translation. Catford (1969: 20) states that “translation is the replacement of textual material in one language (SL) by equivalent translation in another language (TL)”. He only tends to textual material in translation. Meanwhile, Nida (1969: 12) states that “translation consist only in reproducing in the receptor language the closest natural equivalent of the source language message, first in terms of meaning and secondly in terms of style”. Nida (1969: 12) points the translation is equivalence both source language and target language in terms of meaning and style. Bell (1991: 5) defines that translation is the expression in another language (or source language) in what has been expressed in another target language, preserving semantic and stylistic equivalents. Furthermore, Bell (1991: 6) suggests another definition of translation. He says translation is the replacements of representation of a text in one language by a representation of an equivalent text in second language. From all definitions above, it can be concluded that translation is a process of transfering message (ideas and thought) from the source language (SL) to be equivalence with the target language (TL). Translator should have knowledge both culture of source language (SL) and target language (TL). 2. Translation Process According to Soemarno (1997: 13) in Sutopo and Candraningrum (2001: 8), “ process of translation are some steps that should be done by the translator before beginning his work on translation field”. He stated that the steps mentioned are: (1) analyzing, (2) transfering, and (3) restructuring. Nida (1974: 80) in Sutopo and Dewi Candraningrum (2001: 9) also states that there are three steps of translation process. Those are: analyze, transfer and restructuring. Source Language Receptor Language Text Translation Analyze Restructuring Transfer Larson (1984: 4): Meaning Based on Translation: a Guide to Crossit Language At the stage of analysis, is aimed atEquivalence classifying general ideas of the SL text and identifying possible problem emerged due to the devegence grammatical pattern between SL and TL. The diagram shows that, the reader will get a perception that after having the text of the source language, the translator should seize the text in whole. It is called analyzing step. According to Sutopo and Candraningrum (2001: 10): The translator should pay this attention on the tittle, paragraph used, clause, idioms, collocations, proverbs and the like. The translator has to try to get the meaning of the very difficult vocabulary, strange words, correlation each sentence grammatically. The translator also looks for the meaning of the words in lexical, grammatical, situational, textual or contextual meaning. In this step, the translator should pay attention on semantics, morphology, syntactic or phonemics, point of view attentively. Usually the translator uses the fieldstone for doing this anayzing process. After analyzing the text and understand the message, the translator transfers the message from the source language into target language. This process is discussing the result of translation that transferred from the source language into target language. In transfering the message, a translator needs much knowledge to get the equivalence meaning. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 212 The last process is restructuring. In restructuring the message, a translator makes a sentence arrangement as the result by using the style of language that presented in the target language (TL). One thing that needs to pay attention is the final message must be in accordance with the TL and fully acceptable in the receptor language. From the explanation above, it can be seen that there is a complex process in translation. During the process, a translator is expected to understand the message of SL correctly and then transfer it into TL properly. In making good translation, the translator does not only need to pay attention to the message of SL but also the restructuring it good target language. 3. Comparison of English and Indonesian Sentence In this part, the writer wants to discuss English Sentence and Indonesian Sentence. In English Sentence, the writer also discusses the classification of sentence and the type of sentence by its predication. An English sentence has two parts: a subject and a predicate. Frank (1972: 220) gives explanation about subject and predicate as follows. The subject includes the noun or pronoun that tells what the subject is about. The predicate includes the verb that describes what the subject is doing. Frank (1972: 220) defines “a sentence as a full predication containing a subject plus predicate with finite verb”. According to Nordquist (2010), sentence is the largest independent unit of grammar; it begins with a capital letter and ends with a period, question mark or exclamation point. The sentence is traditionally defined as a word or group of words that expresses a complete idea and that includes a subject and a verb. According to Mas’ud (1987: 1-2), “sentence is group of word that has at least one subject and one predicate, and also consists of perfect meaning”. Example: Sheis singing Batak’s song. S P Then Mas’ud also states “ if the structure of a word is changed and does not give a perfect meaning, so this group of word is not a sentence”. Frank (1972: 220) states that traditional grammar defines a sentence in one of two ways; by meaning and by function. According to this definition, a sentence is defined by its meaning. A sentence is a “complete thought” (Frank, 1972: 220). Such a definition is inadequate, however, because of the vagueness of the term “complete thought” (Frank, 1972: 220). Division of sentence by its function means that a sentence is defined by structural functions of subject and predicate (Frank, 1972: 220). Frank 1972: 220 also states that: This definition is more satisfactory because it is actually possible to identify the structural functions of subject and predicate in a sentence. The definition we should like to offer here includes both functional and formal characteristics of a sentence: A sentence is a ful predication containing a subject plus a predicate with a finite verb. Its arrangement my be symbolyzed by such formulas as S V O (Subject + Verb + Object), N1 V N2 (Noun + Verb + Noun), of NP + VP (Noun Phrase + Verb Phrase) Examples: The trainarrived shortly. S P Rambofights the troops. S P Each of those sentences has the three requirements for a sentence: (1) it has a subject (noun or pronoun); (2) it has a predicate (verb or verb phrase); (3) it expresses a complete thought. A sentence may also consist of compound subject or compound predicate. A compound subject has two more subjects that have the same predicate. A compound predicate has two or more verbs that have the same subject (Thornburn, 1987: 14 in Erlangga, 2008: 16) Examples: Rangga and his friendcame to the club yesterday. S S V Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 213 The ugly captainslapped and punched that souldier. S V V Frank (1972: 220) also states the classification of sentences. Those classification are (1) declarative sentence (statement); (2) interrogative sentence; (3) imperative sentence; and (4) exclamatory sentence. In declarative sentence, the subject and predicate have normal word order. the sentence ends with a period in writing and a drop in pitch in the speech Frank (1972: 221). Example: The child ate his dinner. She is pregnant. The man stands in front of the class. In an introgative sentence, the subject and auxiliary are often reversed. The sentence ends with a question mark in writing. In the spoken language, most yes-no questions end with rise pitch, most interrogative – word questions end with fall pitch (Frank, 1972: 221). Examples: Did the child eat his dinner? Do you remember me? Does he give you the apple? In an imperative sentence, only the predicate is expressed. The simple form of the verb is used. The imperative sentence ends with a period in written language and a drop in pitch in spoken. Examples: Eat your dinner! (command) Could you eat your dinner? (request) Could you please close the door? (request) Most of the exclamatory sentences consist of what or how plus a part of a predicate. The excalamatory phrase is followed by the subject and it is balance with predicate. In written language, the exclamatory sentence ends with an exclamatory mark (1972: 221). Then, Frank 1972: 221 also states that in spoken language, the important word in exclamatory phrase may receive a stronger degree of stress and be accompanied by a rise pitch. Example: What a good dinner it was! What a wonderful song it is! What an important file it was! Then, Frank, 1972: 222 states, the classification of sentence by its predication: (1) simple sentence; (2) compound sentence; (3) complex sentence; and (4) compound-complex sentence. Simple sentence has only one full subject and predicate in the form of an independent clause. Example: I make a delicious cake. John takes a short course. Rachel brings a big book. Compound sentence has two or more full predications in the form of independent clauses. Example: Devi makes a delicious cake and she will sell it in a market. John takes the bag and he went just now. She goes to mecca for hajj and she brings a lot of souvenirs. To coordinate two or more parts of a sentence is to give them the same rank and role by making them grammatically similar. The fact that several ideas and actions of roughly equal weight are joined in one sentence indicates a connection among them and the use of one conjunction rather than another show just what the connection is. Further, when some sentences are compound and others are not, the variety of sentence length and structure helps to keep the reader’s attention. Frank (1972:01 in Erlangga, 2008: 20) states that a compound sentence is a sentence contains of one or more sentences joined into one by punctuation of semicolon, a conjunctive adverb and a coordinate or subordinate conjunction. It can be said that compound sentence is made up of two or more simple sentences in the form of independent clauses. The airplane is expensive. (Simple Sentence) Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 214 The sport car is cheap. (Simple Sentence) The airplane is expensive but the sport car is cheap. The combination of those two simple sentences becomes a compound sentence. A compound sentence can be joined by coordinate or subordinate conjunction, punctuation of semicolon, and a conjunctive adverb. Examples: a) Joined by coordinate or subordinate conjunction. Example: Devi is a smart student and she gets a good mark. b) Joined by punctuation of semicolon. Example: Devi is a smart student; she gets a good mark. c) Joined by conjunctive adverb. Example: Devi is a smart student, therefore she get a good mark. Langan (2003: 147 in Erlangga, 2008: 21) states that coordinate and subordinate conjunction are ways of showing the exact relationship of ideas within a sentence. Through subordination, it shows that the one idea is less important than another. Whensubordinated, people use dependent words like when although, while, because, after, etc. Through coordination, it shows that ideas are equal importance (Langan, 2003:147 in Erlangga, 2008: 21). When coordinatied, people use the word and, but, for, or, so, yet, etc. People distinguish the coordination from subordination. A coordinate process gives the balance of writing by bringing together related independent clauses. Subordination involves using the right word or mark of punctuation to show different relationships between ideas. Each of the coordinate conjunction has a different meaning and function. There are several coordinate conjunctions according to Langan (2003:537 in Erlangga 2008: 21): Table 1: Coordinate Conjunction Conjunctive Example Meaning Coordinators adverbs To add an idea And To show time or sequence To contrast In addition, Women follow furthermore, more healthful moreover, also diets, and they go to doctors more often. First, second, then, next, later, meanwhile, finally But, yet First, robots can perform repetitive tasks without becoming tired or bored. Second, they can fulfill tasks requiring pinpoint accuracy. Increasing the However, nevertheless, in size of airports is contrast, on the one soulution to traffic other hand congestion; however, this is a long-term soulution whose Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 215 benefits may not be seen for many years into future. To show result So and Therefore, thus, Native consequently, as nonnative English speakers a result have different needs; therefore, most schools provide separate classes for each group. To introduce an Or alternative Otherwise To emphasize In fact, of the little girl course, indeed, hated spiders; in fact, she was certainly terrified by them. to provide example Students must take final exams; otherwise, they receive a grade of incomplete. an For example, for In the operating instance room, robotic equipment can assist the surgeon. For example, a robot can kill a brain tumor. To generalize or summarize In general, Hermes is not overall, in short only the messenger of Zeus, but the patron of thieves. In general, he is the God of authorized and unauthorized. Complex sentence has two or more full predications. One of these is an independent clause (main clause) that is similar to the form of simple sentence, and one or more of these are dependent clauses (subordinate clauses). Example: Devi who makes a delicious cake will sell it in a market. Compound – complex sentence contains two or more independent clauses and one or more independent clauses. Example: Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 216 Devi makes a delicious cake and she will sell it in a market after her son comes In the Indonesian sentence, experts in Indonesian grammar make grouping a variety of sentence. There are differences in the grouping of the sentences because of the basis used to devide or classify sentences in Indonesian terms, very different. According to Fokker in Markhamah (1972: 27), “pembagian kalimat itu berdasarkan struktur fungsional kalimat atau dari bangun kalimat. Kedua, pembagian kalimat itu berdasarkan intonasinya. Description here is also the intent of the dibision based on the wake of the sentence, based on the type sentence unity, the second, until the ninth. The linkage of these sentence type can be seen on the functional structure of subject and predicate. There is another explanation of the differences previously stated sentence. According to Markhamah (2009: 5052) kalimat itu dibahi menjadi dua dasar. Kedua dasar itu adalah bentuk dan makna. Berdasarkan bentuknya, kalimat dibedakan dua macam, yakni kalimat tunggal dan kalimat majemuk. Kalimat tunggal terdiri satu klausa, yang terdiri atas satu klause. Konstituen setiap kalimat terdiri unsur kalimat seperti subyek dan predikat. Contohnya: 1) Dia akan pergi. 2) Guru matematika kami akan dikirim ke luar negeri. The so called compound sentence consist of two or more clauses. The first clause is called independent clause which can stand alone as sentence. Meanwhile, the second clause is called dependent clause which cannot stand alone as a sentence. There is a relationship between independent and dependent clause. By its nature there are two kinds of clause relations, namely relations of coordination and subordination relationships. Both of these relationship can be demonstrated as follows example of Markhamah’s theory: 1) Ayah memakai baju dan ibu menyiapkan makan. 2) Dia mengatakan bahwa anaknya akan datang. 3) Paman yang tinggal di Bogor datang kemarin. Based on the theories above, it can be concluded that there is a significant difference between English and Indonesian language. The difference lies on the predicate of sentence. In English, the predicate of sentence must be a verb. It can be a full verb such as verb 1 and verb 2; it can be a modal or other auxalary verb. While in Indonesian language the predicate of a sentence can be in the form of verb, adjective, preposition or even a noun phrase. Then, the research also deals with a clause. A clause is a group of words with its own subject and verb. An independent (main) clause is a complete sentence; a dependent (subordinate) clause is part of a sentence. A dependent clause cannot stand alone (Rozakies, 2003: 152). Dealing with the definition of clause, Frank (1972: 223) states that from the point of view of usage, little needs to be said about the independent clauses used alone in a simple sentence. It is when clauses are combined because a relationship exists between them that questions of usage arise Examples: She helped my mom. Until they come. Both of those examples are clause because each of them has a subject and a predicate. The first clause has a subject (she) and a predicate (helped). The second clause has a subject (they) and a predicate (come). Each of them is different, the first clause is independent clause and the second is dependent clause. A clause is defined as independent clause and dependent clause. An independent clause has one subject part and one predicate part, it expresses a complete thought and it can stand alone (Thornburn, 1987:134). We can say that independent clause is also a simple sentence. Example: Yoan followed the exam. The subject part is (Yoan) and the predicate part is (followed the exam). It expresses a complete thought and can stand alone. A dependent clause has a subject part and predicate part but it does not express a complete thought. It is not a complete sentence and it can not stand alone (Thornburn, 1987:134). Example: Therefore she left me. The subject part is (she) and the predicate part is (left me). It can not stand alone and it must be combined with an independent clause to make a complete thought. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 217 C. Research Method Basically, research is the process of solving the problem and method is important in carrying the research. In doing the research, the writer uses descriptive qualitative study, intended to classify the object of the research. The data are in the forms of English compund sentences containing independent clause and their translation into Indonesian found in source novel and the translated one. The data source of this research is novel of Harry Potter and the Sorcerer’s Stone written by Jeanne Keathleen Rowling and its translation Harry Potter dan Batu Bertuah that is translated by Listiana Srisanti. The technique of analyzing data is comparing TL text and SL text. This is counducted as (1) reading both original and the translations Harry Potter and the Sorcerer’s Stone and Harry Potter dan Batu Bertuah, (2) Underlying the English independent clause in compound sentences and their translation (3) writing them down on the papers (4) gives codes of the data. The technique analyzing data used in this research is comparing between source language and target language as (1) Classifying the data by giving code as explained, (2) determining the types of English and Indonesian independent clause in compound sentence, (3) classifying the strategies used by the translator in transfering the independent clause, (4) classifying the equivalent and non equivalent translation, (5) drawing conclusion. D. Research Finding There are several research findings that would be presented in this part. The classifications of independent clause in compound sentence are as follows. 1. Affirmative Translated into Affirmative In this research, the writer finds 63 data which are classified into affirmative that are translated into affirmative sentence. 01/THG/ENG-SL/IND-TL SL : She must have had bad dreams and climbed in with our mother. TL : Dia pasti mengalami mimpi buruk dan naik ke ranjang ibu kami. The datum above shows that the English sentence which is considered as affirmative sentence is translated into affirmative sentence. In the English sentence, the first independent clause is She must have had bad dreams. It is connected with the conjunction and to connect the second independent clause climbed in with our mother. The coordinate conjunction and aims at adding the idea. The marker of a main clause is the existance of subject part and predicate part. In the first English main clause, the word she indicates the subject of the sentence, while, must have had refers to the predicate of the sentence. In the second independent clause, the word climbed functions as predicate of the sentence, then, in with our mother functions as adverb of place. The above English affirmative sentence is also translated into affirmative sentence: Dia pasti mengalami mimpi buruk dan naik ke ranjang ibu kami. The first Indonesian independent clause is Dia pasti mengalami mimpi buruk. Then, it is also connected by coordinate conjunction and that aims at adding the idea of the sentence. The word Dia functions as the subject of the first Indonesian independent clause. Then, the predicate of the sentence is pasti mengalami. The second independent clause shows the same thing that naik refers to the verb of the sentence. Furthermore, ke ranjang Ibu indicates an adverb of place. 2. Affirmative that is not Translated Sometimes, the translator does not translate the English sentence that aims at making the translation effective in Indonesian way. But, the translation should meet the equivalence of translation. 08/THG/ENG-SL/IND-TL SL : Say you are poor and starving as we were. TL : The datum number 08/THG/ENG-SL/IND-TL shows that the English compound sentence is not translated into Indonesian. The English sentence is categorized as affirmative sentence. The independent clauses is connected with coordinate conjunction and. The coordinate conjunction and aims at adding the idea of sentence. Although it is not translated into Indonesian sentence, it does not affect the whole idea that is intended by the writer. Since, the idea of the sentence itself has been Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 218 compiled into the next sentence. Sometimes, the translator does not translate the English sentence in order to make the translation effective in Indonesian way. 3. Interrogative Translated into Interrogative In this part, the researcher would like to present that interrogative sentence is translated into interrogative sentence. 08/THG/ENG-SL/IND-TL SL : Could Gale and I have been eating blackberries only this morning? TL : Apa benar aku dan Gale baru tadi pagi makan blackberry? The above sentence shows that interrogative sentence is translated into interrogative sentence. The sentence is considered as compound sentence that consists of two independent clauses. The first English independent clause is Could Gale have been eating blackberries only this morning? and the second independent clause I have been eating blackberries only this morning?. The English sentence is translated into Apa benar aku dan Gale baru tadi makan Blackberry?. In the English sentence, the words Gale and I indicates a subject of the sentence, while, could have been eating refers to the verb of the sentence. The word Blackberry is categorized as object and this morning refers to adverbial phrase. E. Discussion There are several types of independent clause in English. Some of them are affirmative and interrogative. At least, those are found in the novel. The writer argues that the translation is considered as equivalence translation, since the translator transfers the English novel equivalently (without omitting or changing the main idea of the novel). The translation should meet the equivalence as stated by Nida (1969: 22) “there are two types of equivalence, namely formal equivalence and dynamic equivalence. Formal correspondence focuses attention on the message itself, in both form and content, unlike dynamic equivalence which is based upon the principle of equivalent effect”. Both category of the equivalence have met to the translation of the novel. Maybe, the translator would like to present the novel in the sense of the original novel but still in the feeling of Indonesian way. Since the independent clause exists in the compound sentence, so, there should be coordinate conjunction to connect the independent clause. Langan (2003: 147 in Erlangga, 2008: 21) states that co-ordinate and sub-ordinate conjunction are ways of showing the exact relationship of ideas within a sentence. The analysis of clause also deals with Frank’s (1972: 223) states that from the point of view of usage, little needs to be said about the independent clauses used alone in a simple sentence. It is when clauses are combined because a relationship exists between them that questions of usage arise. The mini research can contribute in the arena of the teaching learning process that deals with independent clause and its translation. Since, the area of the translation itself shows that independent clause can be translated into several types of independent clause. F. Conclusion The result of the study shows that from 67 data, there are 64 data or 95,5% data of affirmative sentence translated into affirmative sentence, 2 data or 2,98% data of affirmative sentence that is not translated, 1 data or 1,49% data of interrogative translated into interrogative. Concluding the findings, the researcher would like to argue that in translating those kinds of independent clause should be deals with the equivalent and natural. Acknowledgement The researcher would like to thank from his deepest heart to his friends in Graduate Program of Language Study, Muhammadiyah University of Surakarta. References Nordquist, Richard. 2010. Sentence. http://grammar.about.com/od/rs/g/senterm.htm accessed at March, 13th 2014 10.00 a.m Farida, Sasmi (2008). Pergeseran Makna Generik-Spesifik dalam Novel Terjemahan Harry Potter dan Relikui Kematian Alih Bahasa Listiana Srisanti. Metalingua: Jurnal Penelitian Bahasa, Vol 6, No 1. Balai Bahasa: Bandung. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 219 Farrokh, Parrisa (2012). English Nominal Clauses: Analyzing the Translation of Subordinate wh – Interrogative Clauses and Infinitive wh - Clauses in Azeri. Linguistics Research Journal Vol. 1, No. 1. URL: http//www.sciedu.ca/elr Catford, J. B. 1965. A Linguistic Theory of Translation. London: Oxford University Press. Nida and Teber. 1974. The Theory and Practice of Translation. Leiden: United Biblie Societies. Bell, Roger T. 1991. Translation and Translating : Theory and Practice. New York: Longman Inc. Sutopo, Anam and Candraningrum, Dewi. 2001. Translation. Surakarta: Muhammadiyah University Press. Frank, Marcella. 1972. Modern English A Practical Reference Guide. Englewood Cliffs, New Jersey: Prentice-Hall, Inc. Mas’ud, Fuad. 1987. Essential of English Grammar. Yogyakarta: BPFE-Yogyakarta. Erlangga, Muzakir. 2008. An Analysis of Compound Sentence in J.K Rowling’s Harry Potter and The Sorcerer’s Stone. Medan: Universitas Sumatra Utara. Markhamah. 2009. Ragam dan Analisis Kalimat Bahasa Indonesia. Surakarta: Muhammadiyah University Press. Rozakis, Laurie. 2003. The Complete Idiot's Guide to Grammar and Style. New York: ALPHA Nama Instansi Alamat Rumah Alamat Instansi No HP : Mohammad Ali Yafi : Universitas Muhammadiyah Surakarta : Jl. KH Nukman, RT 22/5, Tengaran, Kec. Tengaran, Kab. Semarang, Jawa Tengah, Indonesia 50775 : Jl. A. Yani Tromol Pos 1 Surakarta 57102 Telp. (0271) 717417 : 085640650244 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 A Study on the Effect of Multilingual Repertoire on Speaking in Three Universities in Metro City, Lampung – Indonesia Nurul Aini Postgraduate Program of Language, Muhammadiyah University of Surakarta e-mail: [email protected] Abstract In the whole part of the world, some people could speak more than two languages. This phenomenon is called by Multilingual Repertoire. Multilingual Repertoire in the students of PBI in STAIN Jurai Siwo Metro, Muhammadiyah University, and IAIM NU Metro greatly effects to the students’ speaking, especially in pronunciation, style, grammar, and vocabularies. Therefore, this research attempt to know the effect of students’ multilingual repertoire in speaking English. The learners’ subject in this research are 15 students in English language program from three universities in Metro. The data will be achieved through Focus Group Discussion (FGD). The examination of the collected data reveals that 40% of the students are able to speak English, but they speak in Javanese dialect and style, 20% of the students speak in Sundanese style, 13% of the students speak in Lampungnese style, 13% of the students speak in Padangnese style, 7% of the students speak in Melayu style, and the rest is 7% of the students speak in Balinese style. Meanwhile, some of the students need a repetition in speaking skill to make it clear and with makes some grammatical errors. In this regard, the students should be careful in grammatical of each language when they are speaking. Keywords: Multilingualism, Multilingual Repertoire, Speaking, Local Languages 1. Introduction Indonesia has long history of globalization for which the development of multilingual society has inevitable. In such a globalized region, a multilingual society have been developed due to migration, cultural contact, and commerce. Then, the circumstances of language system in Indonesia will be changed from mastering of two languages (bilingual) to be three languages (multilingual) (Putu and Rohmadi, 2010: 56). In the last ten years, many researchers have research the use of multilingual repertoire in writing. They have analyzed how multilingual repertoire has influenced the students’ multilingual repertoire or autism writing using some strategies. Most studies explain that many people have gained the multilingual repertoire through the process of their reading and writing tradition they have developed (e.g. Jacobs, 2008; Cihon, 2007; Zacharias, 2012; Bedamatta, 2013; Ludi, 2003; Ehsanzadeh, 2012; Haque, 2011). Most others explain the multilingual repertoire in autism information development about the formal language effectively (e.g Carbone, 2010; Emily, 2007; Cobb, 2002; Lee, 2005; Helderman, 2006). Most of them focus on multilingual repertoire by the learners or autism writing product. 220 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 221 Jacobs (2008) analyzes Instant Messaging (IM) in the students’ repertoire development. Next, Cihon (2007) emphasizes some methods and strategies which involve individual behavior in learning intra verbal repertoire by precision teaching (PT) response. Zacharias (2012) indicates to what extent the increasing of 30 students in the process of English language learning as the foreign language as well as learn about the west culture. Bedamatta (2013) concerns on multilingual education in teaching learning process through mother tongue and second language. Ludi (2003) describes the usage of multilingual repertoire in the context of communication inter culture in the society. Ehsanzadeh (2012) defines some technique to improve the students’ vocabulary by using the lexical repertoire in reading. Haque (2011) concerns in language practices based on the Immigrant society in India. The purpose is to know to what extent of the individual repertoire based on the context of immigrant society in India. The aims of this research are; first, to observe the factors of multilingual repertoire effect in speaking. Second, to find the field description of the reasoning based on advantages multilingual repertoire in the PBI students at three universities. Third, to investigate the field phenomena of the pronunciation and grammar errors in speaking based on multilingual students. An individual multilingual repertoire gives a great effect toward the students’ speaking skill in English language learning. 2. Background 2.1. Multilingualism In many parts of the Western world is often assumed that it to be a world-wide phenomenon, to the extent that bilingual and multilingual individuals may appear to be unusual. The effect of this phenomenon is such people are likely to be immigrants, visitors, or children of mixed marriages. As a result some people is fluent in several languages although they are not the real native of that language (Wardaugh, 2006: 96). Nowadays, the fact that there are 3.000 to 4.000 languages spoken in the world. In other words, the fact that there are about 150 countries indicates how multilingual applied in the societies (Carol, 1988: 51). Multilingualism is the best way to identify a person by his or her language, because language is one of identity of people. Therefore, the studying of two or more languages thus provides a rich field for sociolinguistics study (Spolsky, 1998: 51). 2.2. Multilingual Repertoire In multilingual countries there is enough evidence of a child growing up with two or more languages. Even in dominant monolingual countries such instances are not rare. Hymes (in Haque 2011) argues that repertoire as a set of ways of speaking which consist of speech style and context. Multilingual repertoire phenomena which commonly happen in the society is effect of the individual languages. Many reasons make one mastering the repertoire in his life. 222 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 The first reason is to implement freely communication. For generally, language practices of a group of people who have an opportunity to interact and share not just a single language is able to build a close relation of each other (Spolsky, 1998: 25). Recently, multiculturalism in Indonesia leads us to the multilingual society. Thus, multilingual repertoire occur in many aspects, they are; in education, entertainment, and daily lives. Specifically, multilingual repertoire is not only useful things, but also an over plus skill for someone. Multilingual repertoire can be regarded as an important phenomenon in this globalized era. The intricacies of the multilingual repertoire learners’ are often the results of interference from the previous learned languages of spelling, pronunciation and grammar. In Indonesia, the students is seldom speak English orally as their communicative interaction in society. Because the student sometimes mispronounce words such as determine and bought, which are respectively incorrectly pronounced as [dit3: rmain] and [baut]. The students predictably make grammatical errors such as in the formation of yes no question and degrees of comparisons for adjectives or adverbs. The students might produce phrase more large because they find that the comparison forms for the adjectives beautiful is more beautiful (Alip, 2003). Therefore, Annamalai in (Haque, 2011: 29) examines that the languages not to be in conflict with an individual identity. But, one language is for ethnic identity, another for business transactions, for official dealings, for entertainment, for rituals and so on. 2.3. Speaking Speaking tends to be getting something done, exploring ideas, working out of the world, or simply being together (Jones, 1996: 12). People can improve the fluency and the power of the speech by practicing. Pronunciation is also the important things. Because pronunciation is the act of articulating a sound or word (Brown, 2001: 267). The listener can understand the meaning of the word that the speakers says. In teaching speaking, the teacher hopes that the students can practice the pronunciation in the class. By this, the teacher know the students speaking ability. Some roles to speak well are read, listen, think and practice. Then, in speaking, commonly people have some problems in their speaking performance which called by error. On the other hand, error is something in a piece of work that is incorrect which cause problems or effect the result of something, something unintentionally done wrong as a result of poor judgment, an opinion or believe that is contrary to fact or to establish doctrine. Lead to speaking, some of errors may occur in pronunciation, spelling, morphology, syntax, and semantics. In the grammatical analysis there are some classification of errors which consider in language, by the classification, it can see the error of grammar usage and know the specific of error. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 223 2.4. Sentence Sentence is largest purely grammatical unit in a language. Indeed, there are larger linguistic units than sentences. That is paragraphs, conversations and discourses. In spite of that, these are not stronger linked by purely grammatical means (Peter, 2007: 257). Instead, sentence is the rigid grammatical rules which integrates the largest linguistic unit. In most linguists’ perspectives, a sentence is an abstract linguistic object and it particularly puts together entirely in accordance with the rules for constructing sentences in a language. As the example, a sentence colorless green ideas sleep furiously, it makes no sense at all, it is constructed in accordance with all the rules for making sentences in English, and hence it is a grammatical (well-formed) sentence of English. A further point is that a sentence is not just a string of words rather than a grammatical (syntactic) structure assigned to it (Peter, 2007: 258). The essential difference between sentences and utterances is that sentences are abstract, not tied to contexts, whereas utterances are identified by their contexts. The essential difference between sentences and utterances is that sentences are abstract, not tied to contexts, whereas utterances are identified by their contexts. This is also the main way of distinguishing between semantics and pragmatics. In other words, semantics deals with meaning and there is no context to consider. Nevertheless, if there is a context to be brought into consideration means that it engages in pragmatics (Peter, 2007: 6). A sentence with more than two structural interpretations is said to be multiply ambiguous. An analysis which demonstrates the ambiguity in a sentence is said to disambiguate the sentence. Ambiguity which does not arise from the grammatical analysis of a sentence, but is due solely to the alternative meanings of an individual lexical item, is referred to as lexical ambiguity, e.g. I found the table fascinating (=‘object of furniture’ or ‘table of figures’ – see polysemy). How the brain resolves ambiguities is an important goal of psycholinguistic research. The meaningful parts of a sentence are clauses, phrases and words; and the meaningful parts of words are morphemes. 3. Method 3.1. Learner subject Here, the participants have been chosen from the students of English Education Study Program that had learned sociolinguistics subject and have different ethnics in Universities of Metro. There were 15 consisting of 10 females and 5 males. Most of them were in eight semester and others are in sixth semester. In this case, the students’ abilities in speaking English were low and high because of the effect of their local languages. The ethnic languages that analyzed are Javanese, Lampungnese, Padangnese, Balinese, Sundanese and Melayu. By this, 5 students are Javanese, 2 Lampungnese, 3 Padangnese, 1 Balinese, 3 Sundanese and Melayu. Their multilingual repertoire influence their speaking skill, especially in grammar, phonetic and phonology. 224 3.2. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 Method of data collection Actually, this research is qualitative. Creswell (2003: 182) defines that the researcher made interpretation of the data. There are two kinds of data sources, namely primary and secondary sources (Ary, 2006: 482). The primary source in this research is the students’ speaking product. Then, the secondary source is from books, articles, English dictionary, encyclopedia, and journals that are closely related to the research. The data was achieved through several techniques, they are: observation, interview, and documentation. After getting all the data, Creswell (2003: 184) states that in many qualitative studies, inquiries collect multiple forms of data and send a considerable time in the natural setting gathering information. The data also were collected by applying Focus Group Discussion (FGD). Here, it not use natural setting but conditional setting. 3.3. Judgement of appropriacy In this study use purposive sample to identify the purposefully selected participants for the purpose study that will help to understand the problem and the research questions. It has chosen the students of English Education Study Program that had learned sociolinguistics subject and have different ethnics in Universities of Metro as the participants. 4. Result of Focus Group Discussion In this case, the students were analyzed by their speaking. These, about four topics such as personal experiences, disasters, legends, and fables. The aspects were analyzed such as the effect from dialect, the grammar errors in students speaking skill, and the contribution of ethnic language in cultural style and code switching based on the students’ speaking skill. 4.1. The effect from dialect Figure I. The effect of students multilingual repertoire in dialect of speaking English. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 225 Based on the above data, it would be describe that: There are 6 students who speak English fluently by using their Javanese dialect. They tend to speak English in Javanese style such as when they pronounce speak with sepik, and school with sekul. Then, 3 students who speak English fluently by using their Sundanese dialect. They speak Good Morning in a Sundanese style, but they tend to use an Indonesian dialect. Next, 1 student who speaks English fluently by using Balinese dialect. That student pronounce the word like a native and fast, but still use Balinese style like intonation and pronunciation. It is such long long time ago with lung lung time ago and the clear intonation. The other student is 1 student who speaks English use Melayu style. The finding that the students tend to use Melayu pronunciation like “e” when speaking English such as since I in Lampung with sence I in Lampung. Then, 2 students who speak English by using Padangnese dialect and style. They tend to speak English with Indonesian style and dialect, but sometimes they still use their own dialect like “o”, example: disaster about with disoster ebout. Last, 2 students who speak English by using Lampungnese dialect and style. Then, found that they tend to Indonesia like Sundanese and Padangnese. Sometimes they use loudly intonation like in Lampungnese. 4.2. The grammar errors in students speaking skill Some students in three universities of Metro made a number of mistakes in grammar. The disadvantages will be discussed below: a) 1) 2) Word order I can speak Javanese language. I can speak Indonesian language. 226 3) 4) Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 I could life in this world until this day. It is good my planning. Most of the above sentences are use unsuitable word in accomplishing the sentences. In the first sentence is incorrect because Javanese is language of Java. It would be better to speak Javanese without language. Then, the last sentence shown inappropriate word. The word “day” is not followed by “this” but “to”. The correct word is today. b) 1) 2) 3) 4) 5) Modal Auxiliary I thought about what have I done. I could life in this world until this day. I would got many experiences. I can met the people from Sabang until Merauke. We can took conclusion. The description of all the above sentences are modal auxiliary must be putted after the subject and always followed by verb base. Then, modal auxiliary must be followed verb. Thus, modal auxiliary was not followed by noun, adverb, and adjectives. c) 1) 2) 3) 4) 5) 6) Noun Some kind of food. I got a new friends. I can speak very little about Javanese. … And then little little about Javanese. I got many friend from other Island. In Lampung, so many thing is so cheap. Based on the above sentences can be seen that was unsuitable form, because some always followed by plural form. Then, the other sentence used singular form but followed by plural form. By this, the correct sentences are some kinds of foods and I got a new friend. In addition, little, many and some included in countable and uncountable classifying. Little must be spoken without repetition like the above sentences noticed by PBI students. d) 1) Phrasal verb The people very different with others. Phrasal verb has the own couple of the current words. In this sentence is incorrect because the couple of different is from, to, and then. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 227 e) 1) 2) Degree of comparison I can speak Javanese more fluently. The beautifullist in Lampung is Krui beach. Those sentences are inappropriate with the adjectives fluent and beautiful. The word fluent was not followed by more but change the function to be an adverb that is fluently. The next sentence is also unsuitable with the degree of comparison rules, because beautiful is one syllable. Therefore, before beautiful must put more. f) 1) Preposition I was disappeared in under water. Preposition is a word or a group of word such as in, from, under, to, and etc. The above sentence has two preposition those are in and under. The correct sentence is I was disappeared under water. g) 1) 2) 3) 4) 5) 6) Verb The title Roro Jonggrang. I register in Muhammadiyah University with my friend. I am happy when I accepted in this University. I very happy in Lampung. I enjoying the heaven of Lampung. I shopping in some markets. The discussion of verb form are very complicated, because it use all of the tenses in establishing the sentence. Those sentences are inappropriate in the using of tenses form. The students want to tell about the past even but they always use present tenses. h) 1) 2) Conjunction And not only from Java, but it spared to another Island. Beside it, I shopping in … In the first sentence shown that not only is not has appropriate couple. In this case, the couple of not only is but also. The second sentence known that beside as the conjunction was followed by s. From the above discussion, it can be seen that there are some students’ errors in many parts of structure and grammar as a result of their own multilingual repertoire. By this, we know that some students in three universities use their own repertoire to speak English. 228 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 4.3. The contribution of ethnic language in cultural style and code switching based on the students’ speaking skill In line with the data analysis, the researcher found several styles in students speaking performance. It can be assumed in percentage that 50% students in three universities use Indonesian style especially in Islamic culture. Some students in those universities are common to start their speaking with Basmallah and Salam then for the last they are common to say ok, I think that’s all from me, the last I say, and ok, I think enough from me, then Salam. On the other hand, most students are common to switch more than two languages in their speaking performance. For example are: you must manage your money well, yeah like saya, my friends from senior high school Kartikatama satu Metro, and the mother angry with him and mengutuk or meng coach become a stone. The result of the above description are multilingual repertoire give much effect in the students speaking performance. Those effect are through the students’ style and code switching. 5. Result of Observation and Interview Regarding with the result of observation and interview, the writer found two aspects such as the repetition in students speaking English and the advantages of the students’ multilingual repertoire. The following explanation are bellow: 5.1. The repetition in students speaking English All of the students in three universities are always doing repetition like “of course”, “and then”, “what is it”, “and”, “because”, “after that”, “well”, “ok”, and “in here”. They use the same words to improve their idea such as “a”, “ok”, “well”, and “yeah”. In this case show that some of the students in three universities need repetition in their speaking to make the listener understand about the point of the topics. 5.2. The advantages of the students’ multilingual repertoire Regarding to the disadvantages of Multilingual Repertoire, it has some advantages in students’ speaking skill. There were the advantages: 1) the students could know the other languages and cultures, and 2) the students were easily to communicate with others. Related to the discussion, the PBI students of three universities are enjoy the teaching learning process whether the teacher switch the language. On the other hand, the fluently in speaking is one of advantages from the students’ Multilingual Repertoire. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 229 6. Discussion The conclusion of data analysis describes that most students have their own repertoire. The students’ repertoire are more than two languages which called by multilingual repertoire. The result of the data analysis that Javanese is the only ethnic which give a big effect in the students speaking performance. Those effect are through pronunciation, style, vocabularies, grammar, and comprehension. It is revealed that 40% students tend to Javanese, 20% students tend to Sundanese, 13% tend to Lampungnese, 13% tend to Padangnese, 7% tend to Melayu, and 7% tend to Balinese. By conducting this research, we could know to what extent the effect of the students’ multilingual repertoire in speaking English at three universities. Then, we can know how multilingual repertoire change the students’ style in speaking English. Last, the audio-visual method can be utilized as teaching aid in teaching speaking. Based on the result of this research, the researcher realize that this research is affirmative to the previous research from India named Shahzaman Haque. Haque conducted his research in three cities in India. Nevertheless, this research has a uniqueness in collecting the data by using FGD for speaking skill. And conduct the research in three universities in Metro. 7. Conclusion In many parts of the world, some people could speak more than two languages. This phenomena is called by multilingual repertoire. Multilingual repertoire in the students of PBI in STAIN Jurai Siwo Metro, Muhammadiyah University, and IAIM NU Metro give great effects to the students speaking. Therefore, the writer conduct this research by analyzing the effect of the students’ multilingual repertoire on speaking performance. In this research, found that there were 40% students have ability to speak English fluently, but they use Javanese dialect and style. Then, 20% students tend to Sundanese, but the dialect is not give big effect in speaking. Next, 13% students tend to Lampungnese which the style is dominant. The other is 13% students tend to Padangnese, which the style is also dominant. Then, 7% students tend to Melayu, and last is 7% student tend to Balinese. However, some students in those universities need a repetition in speaking performance to make it clear. Finally, the effect of the students’ multilingual repertoire in speaking is not only from dialect, but also from the students’ ethnic style. The effect of dialect comes from others languages in pronunciation, grammar and vocabularies. Then, the effect of style comes from others languages in comprehension and cultural style. 230 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 8. Bibliography Abdul Chaer. (1995). Sosiolinguistik: Perkenalan Awal. Jakarta: Rineka Cipta. Albert. M, Kristin, et.al. (2012). Increasing the mand repertoire of children with autism through the use of an interrupted chain procedure, Carbone Clinic. Alip, Francis Borgias. (2003). Historical Perspective in Learning English, Yokyakarta: Sanata Dharma University. Anderson, R.C, & Freebody, P. (1983). Reading comprehension and the assessment and acquisition of word knowledge. Greenwich: CT: JAI Press. Ary , Donal, et al. (2006). Introduction to Research In Education (7th edition), Canada: Thompshon higher education. Baron, N.S. (1984). “Computer Mediated Communication as a Force in Language Change”. Visible Language. Vol. 18, No. 2, P. 118-141. Bedamatta, Urmishree. (2013). Playing with Nonsense: Toward Language Bridging in a Multilingual Classroom, London: Oxford University Press. Brown, Douglas. (2001). Teaching by principles: An Interactive Approach to Language Pedagogy (2th edition), San Francisco State University: Longman. Carbone, Vincent. J. (2010). Increasing the vocal responses of children with autism and other developmental disabilities using manual sign mand training and prompt delay, Journal of Applied Behavior Analysis. Cihon, Traci. M. (2007). A Review of Training Intra-verbal Repertoires: Can Precision Teaching Help? , Columbus: The Ohio State University. Creswell, John W. (2003). Research design: Qualitative, Quantitative, and mixed methods approaches (2nd edition), New Delhi: Sage Publication. Cobb, C. (2002). Kewl or 2 much, New York: Orlando Sentinel. Cooper, J. (2005). Applied research: The separation of applied behavior analysis and precision teaching, Upper Saddle River, NJ: Prentice Hall/Merrill. Dewa Putu Wijana, et.al. (2010). Sosiolinguistik Kajian Teori dan Analisis. Yokyakarta: Pustaka Pelajar. Ehsanzadeh, Sayed Jafar. (2012). Depth versus breadth of lexical repertoire: assessing their roles in EFL students’ incidental vocabulary acquisition, Canada: Tesl Canada Journal. E Jacobs, Gloria. (2008). We Learn What We Do: Developing a Repertoire of Writing Practices in an Instant Messaging World, New York: International Reading Association. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 231 Haque, Shahzaman. (2011). Truncated Multilingual Repertoire in Indian Migrant Families in Three Cities of Europe, France: Universite Stendhal Grenoble III. Provided by ESUKA-JEFUL: <http://www.ethnologue.com/show_country.asp?name=IN>, primary source of all Indian languages cited here. Accessed September 08, 2008. Helderman. (2006). Click by click, teens polish writing, Washington: The Washington Post. Henry Guntur and Djago Tarigan. (1988). Analisis Kesalahan Berbahasa, Bandung: Angkasa. Hornoby, A S. (2000). Oxford Learner’s Dictionary: Oxford University Press. Lee. C. (2005). How Does Instant Messaging Affect Interaction Between The Genders?. Ludi, Georges. (2003). Multilingual repertoire and the consequences for linguistics theory, New York: Lang. Meyerhof, Miriam. (2006). Introducing Sociolinguistics, Ney York: The Taylor & Francis eLibrary. Nugrahenny T. Zacharias. (2012). EFL Students’ Understanding of Their Multilingual English Identities, Indonesia: Satya Wacana Christian University. Paulina, Jones. (1996). Planning an Oral Language Program. In Paul Jones (ed). Talking To Learn. Melbourne: PETA. Stockwell, Peter. (2007). Language and Linguistics the Key Concept (2nd edition), New York: Routledge. Puhl, Carol A. (1988). The Multilingual Person in Society. USA: PER LINGUAM, vol. 4 no. 2. Sanggam, Siahaan. (2008). Issues in Linguistics, Yokyakarta: Graha Ilmu. Spolsky, Bernard. (1998). Sociolinguistics, New York: Oxford Universities Press. Sutanto Leo, et.al. (2007). English for Academic Purpose: Essay Writing, Jakarta: penerbit Andi. Suu Kim, Lee, et.al. (2010). The English Language And Its Impact On Identities Of Multilingual Malaysian Undergraduates. GEMA online. Vol. 10(1). Sweeney-Kerwin, Emily J. et.al. (2007). Transferring control of the Mand to the motivating operation in children with autism, Behavior Modification. Wardaugh, Ronald. (2006). An introduction to sociolinguistics. United Kingdom: Blackwell Publishing. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 The Correlation between Linguistic Intelligence and Students’ Narrative Performance at Stain Jurai Siwo Metro NUR KAFIFAH Postgraduate Program of Language Muhammadiyah University of Surakarta [email protected] Abstract This present study aims at knowing the correlation between linguistic intelligence and sudents’ narrative performance at STAIN Jurai Siwo Metro. This research used quantitative approach and correlation design. The population of this research was all of the students at the third semester of English Education Study Program of STAIN Jurai Siwo Metro, which was divided into seven classes. The researcher just took one class randomly as sample (cluster random sampling). There are two variables investigated in this research, the independent variable is linguistic intelligence and the dependent variable is students’ narrative performance. The data of this study were obtained by distributing questionnaire set and the free writing test. Then, they were analyzed by using Pearson Product Moment formula. In this study, the researcher calculated the score between two variables and found that the score of computed r calculation was 0,934. The score of r table with 30 as the degree of freedom (df) = N-2 was 0,374 at 0,05 level of significance. The findings of this research revealed that the score of r calculation was higher than the score of r table, so the alternative hypothesis was accepted. It could be concluded that there was positive correlation between linguistic intelligence and students narrative performance at the third semester of English Education Study Program at STAIN Jurai Siwo Metro. Keywords: Correlation; Linguistic Intelligence; Multiple Intelligence; Narrative Performance 1. Introduction This study examines human’s intelligences. Intelligence is the ability to learn, understand and think in a logical way about things; the ability to do this well. each student is differently in their intelligence, therefore their capability to write are not same because their intelligence is not same one each other. Gardner identified eight forms of intelligence: linguistic, logicalmathematical, visual-spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal and natural (Munif Chatib and Alamsyah Said, 2012: 79). Linguistics intelligence is related to the students’ writing. Because written language is one characteristics of linguistics intelligence. In the other hand, the writer asserts that despite of students has multiple intelligence but not every them do have the same of linguistic intelligence. Writing is a psychological activity of the language user to put information in the written text (Sanggam Siahan, 2008: 215). Recently, there has been wide interesting the discussion of linguistics intelligence. Every student has differently of linguistics intelligence. Due to linguistics intelligence is the capacity to use words effectively whether orally or in writing. Sometime students who master in 232 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 233 speech not always they can write well, also students who master in writing not always they master in speech. This study aims to know the third semester of English Education Study Program at State Islamic College Metro has studied about the narrative, but their ability in writing narrative is not good enough. These problems are the students unable to elaborate the ideas into paragraph well, the teacher tried to teach grammar optimally, however the students are unable to master it well, and the teacher tried optimally in giving vocabulary; however, the students are lack to enrich and memorize it. Concerning the problems are faced by the students in writing narrative, understanding about students’ linguistics intelligence is an importance thing. The teacher should be able to know it to help students in developing of thinking critically in their writing. The present study focused on the correlation between linguistics intelligence and students’ narrative performance at third semester of English Education Study Program of State Islamic College Metro. The writer assumes that linguistics intelligence has correlation to the students’ narrative performance. 2. Background 2.1. Multiple Intelligence Humans are the most superior beings who created by God from another beings in the world. They can think with their mind and can master more than one language, it is caused of their intelligence. In human activity language plays as important role in human’s activities. It can be used to communicate, interact, and negotiate with others. God gives humans the superiority namely intelligence, include IQ, EQ, and SQ. Every human is unique, because it has a different intelligence with different levels of development. Another intelligence that people can develop is multiple intelligences. The multiple intelligence theory that was proposed by Howard Gardner published in his book “Frame of Mind” in 1983. This theory, developed by his team at Harvard University, which suggest that “there are several and relatively independent intelligences which can be combined in a various ways by individuals. There are eight types of multiple intelligences and one of the type is linguistic intelligence. The multiple intelligence as defined by Hoerr (2000) are in the following: 1. 2. 3. 4. 5. 6. 7. 8. Linguistics: sensitivity to the meaning and order of words. Logical-mathematical: the ability to handle chains of reasoning and recognize patterns and order. Spatial: the ability to perceive the world accurately and to recreate or transform aspects of that world. Bodily–kinesthetic: the ability to use the body skillfully and handle objects adroitly. Musical: sensitivity to pitch, melody, rhythm, and tone. Interpersonal: The ability to understand people and relationships. Intrapersonal: access to one’s emotional life as a means to understand oneself and others. Naturalist: The ability to recognize and classify the numerous species, the flora and fauna, of an environment. Moreover, Thomas Armstrong pointed the characteristic each intelligence as follows: 234 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 1. Linguistic—Word Smart 2. Logical-mathematical—Number Smart or Logic Smart: “How many of you can do math?” “How many people here have done a science experiment?” 3. Spatial—Picture Smart: “How many of you draw?” “How many of you can see pictures in your heads when you close your eyes?” “How many of you enjoy watching television and films or playing video games?” 4. Bodily-kinesthetic—Body Smart, Sports Smart, or Hand Smart (each term represents a different aspect of this intelligence): “How many of you like sports?” “How many of you enjoy making things with your hands, like models or Lego structures?” 5. Musical—Music Smart: “How many of you enjoy listening to music?” “How many of you have ever played a musical instrument or sung a song?” 6. Interpersonal—People Smart: “How many of you have at least one friend?” “How many of you enjoy working in groups at least part of the time here in school?” 7. Intrapersonal—Self Smart: “How many of you have a secret or special place you go to when you want to get away from everybody and everything?” “How many of you like to spend at least part of the time working on your own here in class?” 8. Naturalist—Nature Smart: “How many of you enjoy being out in nature?” “How many of you have ever had a butterfly collection, an insect collection, a collection of leaves from trees in your neighborhood, a collection of shells, or some other kind of collection of natural things?” “How many of you have pets or enjoy spending time with animals?” MI helped us recognize that all of us have different intelligence profiles; not only do we learn differently, we teach differently too.” (Thomas, 2000: 5). It means that MI assisted people know that every people have contrasting smartness profile; not only conduct the people study unequally, but in teaching so. A Key Learning Community middle school student says, “MI makes you learn different things about yourself. It brings out hidden talents.” (Linda Campbell and Bruce Campbell, 1999: 11). 2.2. Linguistic intelligence and students’ writing Linguistic intelligence is the ability of the individual which involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals (Gardner, 2005: 5). This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and language as a means to remember information. Linguistic intelligence is the capacity to use language, your native language, and perhaps other languages, to express what’s on your mind and to understand other people. Definition of the researchers mean by linguistic intelligence is the ability of the student when the student as the ability to use words effectively and the ability of the student in learning a foreign language in this case is English language. Thus, in English language learning students are able to master the skills that must be mastered in the English language that is writing skills. According to McCrimmon (1957: 3) “Writing is a process that can be learned and used; it is not, like height, a product of the genes about which little or nothing can be done.” It can be noted that Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 235 writing is process everyone can study about it and used it. Furthermore, Brown (2001: 337). points out that “writing is a way to end up thinking something you couldn’t have started out thinking. Writing is, in fact, a transaction with words whereby you free yourself from what you presently think, feel, and perceive.” It can be assumed that writing is to pour the content from what the person feeling and thinking on that time by using words. Siahan (2008: 2) pointed that “the written productive language skiil is called writing. It is the skill of a writer to communicate to a reader or group of readers.” It can be repeated that writing is fertile language competence, this competence of writer to talk with the reader. Moreover, he states “Writing is a psychological activity of the language user to put information in the written text.” It can be inferred that writing is the activities of the writer to put the news in the written text. A tendency towards Linguistic Intelligence is the motivation of the written and spoken word. In addition, people with high linguistic intelligence display a facility with words and languages. They are typically good at reading, writing, telling stories and memorizing words along with dates. They tend to learn best by reading, taking notes, listening to lectures, discussion, and debate. People with linguistic intelligence love and had an ear for words. They enjoy reading, writing and learning languages. They have an ability to teach and explain things to others. Therefore, the researcher wants to conduct a research to find out whether there is significant correlation or not between linguistic intelligence and students’ narrative performance. And statement of the problem of this study is: “Is there any correlations positively and significance between students’ linguistics intelligence and their narrative performance at the third semester of English Education Study Program?” Based on the research problem, the purpose of this study is to find out the correlation between linguistic intelligence and the students’ narrative performance at the third semester of English Education Study Program at STAIN Jurai Siwo Metro. Individuals with linguistic intelligence has the following characteristic: 1. Writes better than average of age 2. Spins tall tales or tells jokes and stories 3. Has a good memory for names, places, dates, or trivia 4. Enjoys word games 5. Enjoys reading books 6. Spells word accurately (or if preschool, does developmental spelling that is advanced for age) 7. Appreciates rhymes and tongue twisters 8. Enjoys listening to the spoken word (stories, commentary on the radio, talking books) 9. Has a good vocabulary for age 10. Communicate with others in a highly verbal way 11. Writing effectively, understanding and applying the rule of language, he mechanical aspect of writing and use vocabulary effectively Detterman (2008) stated that “Linguistic intelligence involves aptitude with speech and language.” It means that linguistic intelligence entails natural ability or skill at doing something with talk and wording such as speaking, pronouncing, reading, writing etc. 236 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 Moreover Gardner (1983) stated that “Linguistic competence is, in fact, the intelligence—the intellectual competence—that seems most widely and most democratically shared across the human species.” It can be assumed that linguistic competence is the conceptual ability in the human race. He also stated that “. . . oral and written forms of language doubtless draw on some of the same capacities, specific additional skills are needed to express oneself appropriately in writing. . .” It can be noted that kind of spoken or written of language almost certainly draw on some of the same capabilities, particular additional talents are reqired to state oneself properly in writing. Armstrong stated that “linguistics is the capacity to use words effectively, whether orally (e.g. as a storyteller, orator, or politician) or in writing (e.g. as a poet, playwright, editor and journalist), (2003: 12). This intelligence includes the ability to manipulate the syntax or structure of language, the phonology or sounds of language, the semantics or meaning of language and the pragmatic dimensions or practical uses of language”. It means that linguistics is the ability in using words it visible from orally or writing, this intelligence involve the capability to steer about the syntax, the phonology, the semantics and pragmatic in language. Furthermore, he pointed out that “linguistics-reading test, language test, the verbal sections of intelligence and achievement test.” It means that linguistic test can be tested through reading, writing, speaking and accomplishment test. Moreover, he notes that, “each of the eight intelligences in his theory meets the criterion of being able to be symbolized. Each intelligence in fact, has its own unique symbol or notational system. “For linguistic intelligence, there are a number of spoken and written languages such as English, French and Spanish.” It illustrates that own unique symbol of linguistics its can know from the capability in verbal section and writing, such as English, French and Spanish. 2.3. The characteristic of students’ intelligence Provides brief descriptions of the capacities of children who display proclivities in specific intelligences. Keep in mind, however, that most students have strengths in several areas, so you should avoid pigeonholing a child in only one intelligence. You will probably find each student pictured in two or more of these intelligence descriptions. Table 1 The Characteristics of Intelligences Children who are highly . . . Linguistic LogicalMathematical Think . . . Love . . . Need . . . In words reading, writing, telling stories, playing word games experimenting, questioning, fi guring out logical puzzles, books, tapes, writing tools, paper, diaries, dialogue, discussion, debate, stories materials to experiment with, science materials, manipulatives, trips to planetariums and by reasoning Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 237 calculating science museums art, Legos, videos, movies, slides, imagination games, mazes, puzzles, illustrated books, trips to art museums role-play, drama, through dancing, movement, building running, somatic things, sports and physical sensations jumping, games, tactile building, experiences, hands-on touching, learning gesturing sing-along time, trips to via rhythms singing, concerts, and whistling, playing music at home melodies humming, and school, tapping feet and hands, musical instruments listening in images and pictures designing, drawing, visualizing, doodling Interpersonal by bouncing ideas off other people leading, organizing, relating, manipulating, mediating, partying friends, group games, social gatherings, community events, clubs, mentors/apprenticeships Intrapersonal in relation to their needs, feelings, and goals setting goals, through nature and natural forms meditating, dreaming, planning, reflecting secret places, time alone, self-paced projects, choices playing with pets, gardening, investigating nature, raising animals, caring for planet earth access to nature, opportunities for interacting with animals, tools for investigating nature (e.g., magnifying glasses, binoculars) Spatial BodilyKinesthetic Musical Naturalist 2.4. Narrative Text Narrative is an account or description of events in the past, which entails following a time sequence or chronological order (i.e. earliest first). (Jourdan, 2003: 27). It means that narrative is telling stories in the past which it had a need of the order that events and actions happen in. Narrative aims to entertain, to gain and maintain the attention of the reader or 238 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 listener a story. Narrative also aims to educate, inform, convey a reflection on the experience of the author, and are no less important is to develop the imagination of the reader or listener. Imaginary narrative text generally, but there are also factual narrative text, which tells the true incidence. The generic structure of narrative is firstly, orientation: It is about the opening paragraph where the characters of the story are introduced (Who, what, when and where). Secondly, complication or problem: Where the problems in the story developed. The last, resolution: There needs to be a resolution of the complication. The complication may be resolved for better or worse/happily or unhappily. Sometimes there are a number of complications that have to be resolved. These add and sustain interest and suspense for the reader. From the point of view of language features, narrative is characterized as follows: 1. 2. 3. 4. 5. 6. 7. Participants are often specific and individualized Many action verbs (material processes), and there is also the use of verbal and mental processes. Past tense usually use. Many use linking Words related to time. Often incorporate dialogue and tense will probably change. Descriptive language used for creating images in the minds of readers. Written in the first person (I), or third (he, she, they). Example of Narrative One day a young man and woman had meals in one of the best restaurants in the city. After they had intered the restaurants, a nice young waitress help them find the table. After they got on their table, they began to look into the menu. The woman wanted to order the snails with garlic, she let the man look into the menu and let him order what they liked to enjoy. Although his girlfriend thought it was delicious, he did not order snails. He thought it was strange, and instead, he ordered fried brains. After few minutes of waiting, the waitress brought them snails and fried brains. 3. Method 3.1. Learner Subject These comprise 30 students undertaking the third semester of English education study program of Jurai Siwo Metro in the academic year 2014/2015. Seventeen were female and thirteen were male. All were in the 18-20 age group.There are around 304 students as the population which was divided into seven classes namely A, B, C, D, E, F and G. Since it was not possible to deal with the whole of the population, so the researcher just took one class as sample consists of 30 students that representative the whole of population. Referring to the explanation above, in conducting this research the researcher applies cluster random sampling, and the researcher tested the hypothesis at 0.05 level of significant. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 239 3.2. Method of Data Collection In this research, the researcher used two kinds of research insturments to collect the data. They are questionnaire set and test. Firstly, The level of linguistic intelligence was measured by asking the students about their agreement and disagreement about “the characteristic of linguistic intelligence”. The students’ agreement and disagreement about the characteristic of linguistic intelligence was appeared in the questions presenting in the questionnaire. The questionnaire was given to the students to get the data needed. There were 20 questionnaire items, each item have five alternative responses. To measure the reliability of the questionnaire, the researcher used split half method and computed with Spearman Brown formula. This measurement of the questionnaire used SPSS version 16. The result of this computation of the questionnaire was 0,9843. This indicates that the reliability of questionnaire was High. Secondly, free writing test intended to measure the student’s narrative performance to understand their ability in in writing narrative such as from their organization and development, grammatically, mechanical aspect of writing and use vocabulary effectively. The test used to collect the data to measure the students’ ability in reading comprehension. The test was the researcher given three topics to the students and ordered them to choose one and they composed it by using their own ideas. The topics were about personal experience, fables and legends. From illustration above, in this research, firstly the researcher gave questionnaire set and test to the students. Secondly, the researcher scored the questionnaire set and test. And finally, researcher computed the both of data to find out whether there was significant correlation or not. The resercher used statistical analyze by using Pearson Product Moment formula to compute the correlation between linguistic intelligence and the students’ narrative performance at STAIN Jurai Siwo Metro in the academic year of 2013/1014. 3.3. Data analysis To investigate whether there is correlation between linguistics intelligence and the students’ narrative performance at the third semester of English Department of State Islamic College Metro, the writer analysis the data by using product moment. Note: rxy N ∑X ∑Y = Correlation Coefficient = Number of Students = The total number of X grade = The total number of Y grade Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 240 4. Results In this research, the researcher calculated the total score on their linguistic intelligence was 2119 with the percentage high was 17%, average was 66% and low was 16%. Whereas, the researcher calculated the total score of students’ narrative performance test was 2139 with the percentage high was 13%, average was 57% and low was 30%. The Computation of the Correlation between Linguistic Intelligence and students’ narrative performance ∑N=30, ∑X=2119, ∑Y=2139, ∑X2=150693, ∑Y2=153419, and ∑XY=151984. The data was analyzed by Pearson Product Moment formula as follow: rxy n. XY ( X )(Y ) {n. X 2 ( X )2}.{n.Y 2 (Y )2} From the statistical computation, it can be concluded that the Pearson r calculation was 0.934. While the score of r table with 30 as the degree of freedom (df) = N-2, whereas 30-2 = 28, with level of significance .05 was .374. It means that the score of calculated r calculation was higher than the score of r table. Since the computed r calculation was higher than r table (critical r), therefore the null hypothesis which state that there is no correlation between linguistic intelligence and students’ narrative performance was rejected. It means the correlation of the two variables is not significant. The alternative hypothesis which states that there is correlation between linguistic intelligence and students’ narrative performance was accepted. It means the correlation of the two variables is significant. 4.1. Linguistic intelligence Linguistic Intelligence is as the independent variable (X) of the research in getting the data of student’s linguistic intelligence, the writer used questionnaire set to students. The scope of the questionnaire set is around the characteristic of linguistic intelligence. The invariant frequency distribution of linguistic intelligence in the questionnaire as follow: Table 3. The Invariant Frequency Distribution of Linguistic Intelligence Interval 76-85 67-75 57-66 Frequency 5 20 5 30 Percentage 17 % 66 % 17 % 100% Categories High Average Low From the above table the writer used the following formula to obtain the invariant frequency distribution of linguistic intelligence scores: I NT - NR K Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 241 Where: I : Interval NT : Highest NR : Lowest K : Criterion From the table, it can be seen as follows: The Highest Score: 84 The Lowest Score: 57 While the criteria are divided into 3 that are high, Average, and low, so the interval is: I = 84-57 = 27 =9 3 3 Thus, it could be concluded that students in low categories in the table of interval classification above are students who have score from 57-66 are 17%, they were about five students, who have score from 67-75 are 66%, they were about twenty students, their classification into average categories, and who have score from 76-85 are 17%, they were about five students, their classification into high categories. 4.2. Narrative Writing Performance Narrative writing performance is as dependent variable of the research. In order to get the data of student’s narrative writing performance the writer used writing test to students. In this case the writer determined free writing of narrative. Then, students are asked to choose one of topics and then make free writing of narrative test. The invariant frequency distribution of narrative writing performance test as follow: The Invariant Frequency Distribution of Narrative Writing Performance Interval 77-85 69-76 60-68 Frequency 4 17 9 30 Percentage 13% 57% 30% 100% Categories High Average Low From the above table the writer used the following formula to obtain the invariant frequency distribution of students’ written test scores: I NT - NR K 242 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 Where: I : Interval NT : Highest NR : Lowest K : Criterion From the table, it can be seen as follows: The Highest Score: 83 The Lowest Score: 60 While the criteria are divided into 3 that are high, Average, and low, so the interval is: I = 83-60 = 23 =8 3 3 Thus, it could be concluded that students in low categories in the table of interval classification above are students who have score from 60-68 are 30%, they are nine students, who have score from 69-76 are 57%, they are seventeen students, their classification into average categories, and who have score from 77-85 are 13%, they are four students, their classification into high categories. 4.3. Hypothesis testing After getting the data of student’s linguistic intelligence (X) and narrative performance (Y), then the data are analyzed using the statistical formula. The results of analyzing of the data are as follows: 1. The frequency distribution of students’ linguistic intelligence (X) and narrative performance (Y) of the third semester of English Education Study Program of STAIN Jurai Siwo Metro. The writer found the data analysis of students’ linguistic intelligence (X) and narrative performance (Y). the result of the data is represented in the table below: Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 243 Table 7. The Result of Students’ Linguistic Intelligence and Students’ Narrative Writing Performance No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 ∑ Names NS PS NJ PR EPS RU NK NKM R RA NIW AIC FPR RM NH RCI RW FF RH NA RS RN RR RS NL RS DP PY NF PL X 80 57 71 70 81 75 70 70 71 65 68 67 84 82 74 78 75 70 63 66 67 67 69 69 69 67 67 73 66 68 2119 Y 82 60 71 72 83 77 72 73 73 68 70 70 82 81 76 75 73 69 65 70 65 65 70 71 66 68 67 70 65 70 2139 XY 6560 3420 5041 5040 6723 5775 5040 5110 5183 4420 4760 4690 6888 6642 5624 5850 5475 4830 4095 4620 4355 4355 4830 4899 4554 4556 4489 5110 4290 4760 151984 X2 6400 3249 5041 4900 6561 5625 4900 4900 5041 4225 4624 4489 7056 6724 5476 6084 5625 4900 3969 4356 4489 4489 4761 4761 4761 4489 4489 5329 4356 4624 150693 Y2 6724 3600 5041 5184 6889 5929 5184 5329 5329 4624 4900 4900 6724 6561 5776 5625 5329 4761 4225 4900 4225 4225 4900 5041 4356 4624 4489 4900 4225 4900 153419 From the above table, the studen ts’ name use abbre viatio n, X is the scores of studen ts’ lingui stic intelli gence, Y is the scores of studen ts’ writte 2 2 n test. XY is the multiplication of X and Y. X is quadratic of X, and Y is quadratic of Y. This symbol “∑” is the total results in the table. To find and to prove whether there is correlation between students’ linguistic intelligence and their narrative performance, the writer used the product moment formula: rxy n. XY ( X )(Y ) {n. X 2 ( X )2}.{n.Y 2 (Y )2} Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 244 Where: N = 30 ∑X = 2119 ∑Y =2139 ∑X2 =150693 ∑Y2 =153419 ∑XY =151984 rxy n. XY ( X )(Y ) {n. X 2 ( X )2}.{n.Y 2 (Y )2} 30.(151984) (2119)(2139) 30.(150693) (2119) 30.(153419) (2139) 2 2 4559520 4532541 4520790 44901614602570 4575321 26979 3062927249 26979 834609621 26979 0.934 28889,61095 From the statistical computation above, it could be inferred that the computation of the correlation between Linguistic Intelligence and students’ narrative performance above is ∑N=30, ∑X=2119, ∑Y=2139, ∑X2=150693, ∑Y2=153419, and ∑XY=151984. From the statistical computation, it can be concluded that the Pearson r calculation was 0.934. While the score of r table with 30 as the degree of freedom (df) = N-2, whereas 30-2 = 28, with level of significance .05 was .374. It means that the score of calculated r calculation was higher than the score of r table. Since the computed r calculation was higher than r table (critical r), therefore the null hypothesis which state that there is no correlation between linguistic intelligence and students’ narrative performance was rejected. It means the correlation of the two variables is not significant. The alternative hypothesis which states that there Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 245 is correlation between linguistic intelligence and students’ narrative performance was accepted. It means the correlation of the two variables is significant. 5. Discussion Linguistic intelligence as part of the multiple intelligences is a form of intelligence that is essential in daily life. In this research, the researcher found that this research gives a real description that the classification of the students’ linguistic intelligence and their students’ narrative performance was strong correlation. It means that students’ linguistic intelligence influenced their reading their narrative performance. As stated in the previous chapter that one of the characteristic of linguistic intelligence likes to write and able to write well, so it was true that students’ linguistic intelligence have the positive effect to their narrative writing performance. Armstrong (2009: 6) asserts that linguistics is the capacity to use words effectively, whether orally (e.g. as a storyteller, orator, or politician) or in writing (e.g. as a poet, playwright, editor and journalist). According to Gardner (1993: 82) “memorizing, reading, writing, speaking, listening are activity that is controlled by a person who has linguistic intelligence”. Based on Gardner “children with linguistic intelligence excel at reading, writing, telling stories, and doing crossword or other word puzzles”. Armstrong (2009: 40) stated that a person who has linguistic intelligence with the high ability, they think through the words. They also love reading, writing, telling stories, playing word games. In addition, they also need books, writing materials, diary, debates, and other things so to support their learning activities. In addition, writing is one of skills which correlated with linguistic intelligence. Students’ linguistic intelligence influenced their attitude in writing learning process. This positive attitude will affect the students to increase their learning especially in writing. Therefore, if the students have high linguistic intelligence, they are typically good at writing, and they tend to learn best by writing. Considering the importance of writing was a first skill that needs to be mastered by each student, so they must also pay attention to the things that influenced the writing habit such as time of writing, the way of writing, and other things related to the good writing habit. Furthermore, if they already have a good writing habit, they also have the linguistic intelligence which it would be useful to their in understanding the vocabulary and oral or written language. It can be concluded that there is correlation between linguistic intelligence and students’ narrative performance. Linguistic intelligence influenced students’ narrative performance, and students’ narrative performance was depend on linguistic intelligence. In other words, It is impossible if the linguistic intelligence can increased without writing activity. Armstrong (2009: 6) asserts that linguistics is the capacity to use words effectively, whether orally (e.g. as a storyteller, orator, or politician) or in writing (e.g. as a poet, playwright, editor and journalist). In addition, Siahan (2008: 215) states that “Writing is a psychological activity of the language user to put information in the written text.” From the statements above, it can be concluded 246 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 that linguistics intelligence is related to the students writing. Because written language is one characteristics of linguistics intelligence. After Ha and Ho above were formulated, the writer consulted “r follows: calculation” to “r table” as 1) If “r calculation” is higher than “r table”, Alternative Hypothesis (Ha) is accepted and Null Hypothesis (Ho) is rejected. 2) If “r table” is higher than “r calculation”, Alternative Hypothesis (Ha) is rejected and Null Hypothesis (Ho) is accepted. To know the critical value of r product moment (r table), the writer firstly counted df. Df is degree of freedom. The formulation of df = N – 2. N is the number of research population. Df = N - 2 = 30 – 2 = 28 After considering the product moment table by using df 28, it can be known that: 1) The critical value of r product moment (r table) for the 5% level is 0.374. 2) The critical value of r product moment (r table) for the 1% level is 0.478. From all data analysis above, it can be known that: 1) The score 0,934 can be seen on the Product Moment table N= 28 using 5% confidence limits is gained the score 0.374and 1%= 0.478, where rcal=0,934>rtable=0,374. By all means, there is correlation between students’ linguistic intelligence and narrative performance. 2) The score 0,934 is more than 0,000. It means that there is positive correlation between students’ intelligence and their narrative performance at the third semester of English Education Study Program of STAIN Jurai Siwo Metro.. Besides, we got rcal= 0,934 > r table= 0,374, so we considered that there is significant correlation between them. 3) The score 0,934 is between 0,800 – 1.00. It means that the correlation between students’ intelligence and their narrative performance at the third semester of English Education Study Program of STAIN Jurai Siwo Metro is high. Based on the result data confirmed that r calculation is higher than r table. Therefore, it can be inferred that Ha is accepted and Ho is rejected. It means that there is positive and significant correlation between students’ intelligence and their narrative performance at the third semester of English Education Study Program of STAIN Jurai Siwo Metro. 6. Conclusion In accordance with the problem, and the purpose of the research, the researcher drew some conclusions. Firstly, from the result of computing the students’ score on their linguistic intelligence, it can be concluded that the students’ linguistic intelligence was Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 247 good. Secondly, based on the result of computing of the students’ score of students’ narrative performance test, it can be concluded that the third semester of English Education Study Program at STAIN Jurai Siwo Metro has good writing ability. Thirdly, according to the main purpose of this research, the researcher concluded that there is positive correlation between linguistic intelligence and students’ narrative performance . This was shown by the score of computed r calculation is higher than the score of r table. It means that the alternative hypothesis which says that there is correlation between linguistic intelligence and students’ narrative performance is accepted and the correlation of the two variables is significant. On the contrary, the null hypothesis which says that there is no correlation between linguistic intelligence and students’ narrative performance is rejected. It means that the correlation of the two variables is not significant. The suggestion for the teacher ,based on this study where students’ linguistic intelligence influenced their narrative performance, so the teacher should stimulate students' linguistic intelligence by using the appropriate learning method. Learning methods are very important role in optimizing student intelligence. If the method used is good and right, students will be stimulated to optimize intelligence possessed, especially linguistic intelligence. In this case the method has the ability as a stimulating tool that is able to evoke potential of students' intelligence. For that, it could be understood that the method is a motivational tool in teaching learning activities. For the students, the students should increase their linguistic intelligence. One way to increase linguistic intelligence is by doing creative writing activity. That way writing ability will increase because gets knowledge from the literature that have been read and write it in daily life. The future researchers, The researcher suggests that future researchers must consider the better quality instrument that used in research, in order to make the result of the research better. Thus can contribute to the students, exactly in writing ability and the students know more about linguistic intelligence, and make students aware that linguistic intelligence is very important, because this intelligence is needed in almost all spheres of life. Bibliography Armstrong, Thomas, The Multiple Intelligences of Reading and Writing. Lexandria,Virginia USA: ASCD. 2003 ______________, Multiple Intelligence in the Classroom. ASCD. 2009 Alexandria, Virginia USA: Brown, Douglas. Teaching by Principles an Interactive Approach to Language Pedagogy (2ndEdition). England: Longman. 2001 Campbell, Linda and Campbell, Bruce, Multiple Intelligence and Student Achievement Success Story from Six Schools. Alexandria,Virginia USA: ASCD. 1999 Detterman, Douglas K. Microsoft Corporation, 2008"Intelligence." Microsoft® Student 2009 [DVD]. Redmond, WA 248 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 Gardner, Howard. Frames of Minds The Theory of Multiple Intelligence, New York, Basic Book. 1993 Hoerr, Thomas. R, Becoming a Multiple Intelligence School, Alexandria, Virginia USA: ASCD. 2000 Homby, A S, Oxford Advanced Learner’s Dictionary of Current English, New Oxford Uneversity Press, 2000 York: http://www.bvsd.org/curriculum/curriculumreview/Documents/LA%20Transition%20Docum ents/writing%20typesexemplars_001.pdf, 21-10-2013 http://britishcourse.com/tag/generic-structure-of-narrative-text, 05-03-2013 http://teruupdateblog.blogspot.com/2013/01/narrative-text.html Jourdan, R. R. Academic Writing Course. England: Longman. 2003 McCrimmon, James M. Writing with a Purpose Short Edition. Florida State University: U. S. A. 1957 Muijs, Daniel. Doing quantitative research in education, London: Great Britain, 2004 Munif Chatib, and Alamsyah Said, Sekolah Anak-Anak Juara Berbasis Kecerdasan Jamak dan Pendidikan Berkeadilan, Bandung: Kaifa, 2012 Piaget, Jean, The Psychology of Intelligence. London and New York: Taylor & Francis eLibrary, 2003 Sarani, Abdullah, et al, The Relevance of Multiple Intelligence Theory to Narrative Performance: A Study of Irian Undergraduates of English, Journal of English Language and Literature Study. Vol 2 Siahan, Sanggam. Issues in Linguistics, Yogyakarta: Graha Ilmu, 2008 Sugiyono, Metode Penelitian Kuantitatif Kualitatif dan R&D, Bandung: Alfabeta, 2009 Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktek, Jakarta: PT Rineka Cipta, 2006 Tim Penyusun, Pedoman Penulisan Karya Ilmiah Edisi Revisi, STAIN Jurai Siwo Metro: Metro, 2011 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 ANALISIS TRANSITIVITAS NOVEL L'ETERNITA DI ROMA (LDR) DAN CINTA SELAMANYA: PERSPEKTIF LINGUISTIK SISTEMIK FUNGSIONAL Anggia Suci Pratiwi, M.Pd. Universitas Muhammadiyah Tasikmalaya Jalan Tamansari Km. 2,5 Gobras Tasikmalaya Email: [email protected] Hp: 085740141617 ABSTRAK Makalah ini bertujuan untuk menganalisis novel L'eternita di Roma (LDR) dan Cinta Selamanya dengan perspektif Linguistik Sistemik Fungsional. Kedua novel ini memiliki genre yang berbeda. Novel LDR bergenre fiksi remaja yang mengangkat tema cinta dalam traveling, sedangkan novel Cinta Selamanya bergenre fiksi dewasa yang mengangkat tema cinta dari kisah nyata penulis. Metode penelitian yang dilakukan yaitu metode analisis komparatif. Analisis ini difokuskan pada aspek transitivitas, yaitu realisasi pengalaman linguistik pemakai bahasa. Dalam kajian Linguistik Sistemik Fungsional, satu unit pengalaman yang sempurna direalisasikan dalam klausa yang terdiri atas (1) proses, (2) partisipan, dan (3) sirkumstan. Dengan metode analisis komparatif akan diketahui persamaan dan perbedaan aspek transitivitas yang terdapat dalam novel L’eternita di Roma LDR dan Cinta Selamanya. Teori Linguistik Sistemik Fungsional digunakan sebagai perspektif analisis ini didasarkan pada pemikiran bahwa pendekatan ini terbukti mampu menjawab berbagai persoalan kebahasaan, tidak terkecuali analisis terhadap karya sastra. Sistem transitivitas dalam tata bahasa, terdiri atas enam proses, yaitu proses material, proses relasional, proses mental, proses verbal, proses behavioral, dan proses eksistensial. Pada novel L’eternita di Roma dan Cinta Selamanya, proses yang dominan muncul adalah proses material. Namun, pada persentase kemunculan kedua dan selanjutnya, pada novel L’eternita di Roma berturut-turut adalah proses mental, proses relasional, proses behavioral, dan proses verbal, sedangkan pada novel Cinta Selamanya pada tingkat kedua dan selanjutnya berturut-turut adalah proses behavioral, proses mental, proses relasional, dan proses verbal. Kata Kunci : Transitivitas, Linguistik Sistemik Fungsional, Analisis Karya Sastra A. Pendahuluan Teks merupakan suatu kesatuan bahasa yang memiliki isi dan bentuk, baik lisan maupun tulisan yang bertujuan untuk menyampaikan pesan tertentu. Teks dapat ditelaah dan dipahami dari berbagai sudut pandang, seperti yang dikemukakan oleh Halliday (1985: 11) “context of situation”. Teks berkaitan dengan sesuatu yang secara aktual dilakukan, dimaknai, dan dikatakan oleh masyarakat dalam situasi nyata. Teks dimaknai secara dinamis. Sebuah teks juga dapat direalisasikan dengan level yang lebih tinggi, seperti interpretasi, kesastraan, sosiologis, maupun psikoanalitis. Novel merupakan salah satu model teks yang menawarkan sebuah produk budaya hasil pemikiran tentang kehidupan. Perwujudan novel menitikberatkan pada pengalaman manusia. Sebagai sebuah karya fiksi dan seni kreatif, novel tidak saja merupakan suatu media untuk menyampaikan teks yang berisi pesan, tetapi juga merupakan media untuk menampung ide, teori, dan sistem berpikir manusia. Sebagai karya kreatif, sastra harus mampu melahirkan suatu kreasi yang indah dan berusaha menyalurkan kebutuhan keindahan manusia, di samping itu sastra harus mampu menjadi wadah penyampaian ide-ide yang dipikirkan dan dirasakan oleh sastrawan tentang kehidupan. Melalui sebuah novel, seorang pengarang berusaha untuk menanamkan pemikiran-pemikiran melalui sebuah jalinan 249 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 250 cerita. Tentunya sangat menarik untuk mengeksplorasi hubungan antara struktur bahasa dan makna sosial yang dibentuk dalam teks naratif tersebut, salah satunya dikaji dengan teori Linguistik Sistemik Fungsional (LFS). Dalam LFS dikenal istilah transitivitas. Secara umum, transitivitas merupakan penjelasan suatu makna yang dipresentasikan dalam suatu kalimat. Transitivitas memiliki peran dalam menunjukkan gambaran pikiran manusia mengenai kenyataandan gabungan pengalaman kenyataan sekitar. Dalam linguistik, transitivitas berhubungan dengan makna proposional dan fungsi elemen-elemen simantik. Teks sastra yang berupa novel sangat menarik untuk dianalisis menggunakan LFS. Jika dilihat dari beberapa genre novel, pasti akan berbeda antara novel yang bergenre fiksi remaja dengan novel yang bergenre fiksi dewasa. B. Kajian Pustaka Analisis teks lahir dari kesadaran bahwa persoalan yang terdapat dalam komunikasi tidak hanya terbatas pada penggunaan kalimat, bagian kalimat, atau fungsi ucapan, tetapi juga mencakup struktur pesan yang lebih kompleks dan inheren yang disebut teks. Linguistik Sistemik Fungsional (LSF) merupakan teori utama yang digunakan pada makalah ini. Teori ini dipelopori oleh M.A.K. Halliday. Di sini disebutkan bahwa sistemic berakar dari kata sistem yang artinya representasi dari teori terhadap hubungan paradigmatik. Fungsional mengimplikasikan tinggi daripada interpretasi, kesastraan, sosiologis, psikoanalitis, dan sebagainya yang dimiliki oleh teks itu. Level-level yang lebih rendah itu memiliki kekuatan untuk memproyeksikan makna pada level yang lebih tinggi. Hal ini oleh Halliday disebut dengan istilah latar depan (foregrounded). Di samping itu, fitur esensial sebuah teks adalah adanya interaksi. Oleh karena itu, makalah ini menganalisis dua buah teks fiksi berupa novel yang berjudul L'eternita Di Roma (LDR) dan Cinta Selamanya dengan perspektif LSF karena novel juga merupakan sebuah teks yang menyajikan representasi kehidupan nyata. Halliday (1985:159) berpendapat bahwa fungsi ideasional terdiri atas fungsi logikal. Hal ini direalisasikan melalui sistem kompleksitas klausa dan fungsi eksperensial yang direalisasikan oleh sistem transitivitas, fungsi interpersonal direalisasikan oleh sistem moda, dan fungsi tekstual direalisasikan oleh sistem tema. Makalah ini menitikberatkan pada analisis fungsi ideasional yang direalisasikan melalui sistem transitivitas, yang menyebabkan manusia menggambarkan mental dan fakta untuk mengetahui kejadian eksternal dan internal yang dijadikan pengalaman untuk menciptakan bentuk-bentuk proses. Pengalaman ini merupakan proses yang sedang terjadi menjadi komoditas yang ditransaksikan oleh pemakai bahasa. Realisasi pengalaman linguistik pemakai bahasa itu disebut transitivitas. Pengalaman yang sempurna direalisasikan oleh tiga unsur penting, yaitu proses, partisipan, dan sirkumstan. 1. Proses Proses dapat dikatakan sebagai kegiatan ataupun aktivitas yang terjadi dalam kata kerja. Proses dijadikan sebagai inti dari suatu pengalaman. Hal ini disebabkan proses sebagai penentu keberadaan partisipan, baik jumlahnya maupun kategorinya (Halliday, 1994:168). Sirkumstan pun secara tidak langsung juga mendapat pengaruh dari proses melalui probabilitas proses. Misalnya, proses mental dan material yang keduanya sering muncul dengan sirkumstan berupa lokasi dan cara. Konsep-konsep sistem transitivitas (proses, partisipan, dan sirkumstan) merupakan kategori-kategori semantik yang menjelaskan secara umum seperti apa dan bagaimana fenomena dunia nyata direpresentasikan sebagai struktur linguistik (Halliday, 1985: 109). Halliday (1994: 107) mengategorikan proses menjadi enam jenis, yaitu tiga pengalaman utama (proses primer), yaitu terdiri atas proses material, proses mental, dan proses relasional. Selanjutnya, tiga pengalaman pelengkap, yakni terdiri atas proses perilaku (behavioral), proses verbal, dan proses wujud (eksistensial). (a)Proses Material, proses material dapat didefinisikan sebagai proses atau kegiatan yang menyangkut fisik, yakni dapat diamati dengan menggunakan indra. (b) Proses Mental, proses mental didefinisikan sebagai suatu proses atau kegiatan yang menyangkut kognisi, emosi, dan persepsi yang terjadi dalam diri manusia sendiri. Secara semantik, proses mental menyangkut pelaku manusia saja ataupun makhluk lain yang dianggap berperilaku seperti manusia. (c) Proses Relasional, proses ini dapat didefinisikan sebagai suatu proses penandaan atau penyifatan, yaitu sesuatu yang dikatakan memiliki sifat atau penanda. Kata kerja yang dapat dikategorikan ke dalam proses ini, misalnya adalah, ada, menjadi, merupakan, memiliki, dan sebagainya. (d) Proses Tingkah Laku (Behavioral), proses ini didefinisikan sebagai aktivitas atau kegiatan fisiologis yang menyatakan tingkah laku fisik manusia. Dalam hal ini yang dapat dikategorikan pada proses ini, misalnya kata kerja bernapas, menguap, mengeluh, tertawa, dan sebagainya. (e) Proses Verbal, proses verbal adalah Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 251 proses yang menunjukkan aktivitas atau kegiatan yang menyangkut informasi, misalnya pada kata kerja memerintah, meminta, menjelaskan, dan sebagainya. (f) Proses Wujud (Eksistensial), proses wujud (eksistensial) adalah suatu proses yang mengekspresikan keberadaan suatu benda tempat benda itu memang nyata atau benar-benar ada. 2. Partisipan Partisipan merupakan sesuatu yang dapat diikat oleh proses. Proses dapat dikatikan sebagai inti atau pusat yang menarik unsur lain, termasuk partisipan. Karena proses merupakan inti, maka proses sangat menentukan jumlah partisipan yang dapat diikat dalam suatu proses. 3. Sirkumstan Sirkumstan dapat didefinisikan sebagai lingkungan, sifat, atau lokasi tempat berlangsungnya suatu proses. Sirkumstan berada di luar jangkauan proses. Oleh karena itu, sirkumstan berlaku dalam semua jenis proses. Sirkumstan dapat disetarakan dengan keterangan yang lazim digunakan dalam tata bahasa tradisional. Sirkumstan terdiri atas rentang, yang dapat berupa jarak atau waktu, lokasi yang mencakup tempat dan waktu, cara, sebab, lingkungan, penyerta, peran, masalah, serta sudut pandang. C. Metode Penelitian Analisis ini menggunakan metode deskriptif dengan pendekatan kualitatif, yaitu suatu penelitian yang umum digunakan ilmu-ilmu sosial, dan sering berupa penyelidikan perubahan masyarakat yang bersifat longitudinal (Surakhmad, 1990: 140). Pada penelitian ini mula-mula data yang ditemukan diklasifikasikan, kemudian data tersebut dianalisis. Metode ini juga sering disebut dengan metode analitik. Secara garis besar, penelitian deskriptif ini memusatkan perhatian pada sifat-sifat data secara alami atau secara apa adanya, yang secara empiris hidup dalam penutur-penutur bahasa sehingga hasil yang diperoleh merupakan pemerian bahasa yang aktual (Sudaryanto, 1987). 1. Teknik Pengumpulan Data Adapun teknik pengumpulan data yang digunakan adalah metode simak, yaitu dengan teknik dasar simak bebas libat cakap, kemudian dilanjutkan dengan teknik lanjutan simak catat (Sudaryanto, 1988). Teknik ini digunakan karena sumber data yang digunakan adalah sumber data tertulis dan lisan. Adapun proses pengumpulan data dilakukan dengan langkah-langkah berikut ini. a. Novel L’eternita di Roma LDR dan Cinta Selamanya dibaca secara keseluruhan b. Bagian dari novel dipilah dan dicatat, kemudian dipilah dalam kategori proses, partisipan, dan sirkumstan. 2. Teknik Analisis Data Analisis data didefinisikan sebagai proses mengorganisasikan dan mengurutkan data ke dalam pola dan kategori sehingga dapat ditemukan tema, kemudian dirumuskan hipotesis kerja seperti yang disarankan oleh data (Moleong, 2007:280). Berdasarkan definisi tersebut, maka data penelitian ini dianalisis, diurut, dikategorikan, dan diolah. Dalam hal ini, data yang digunakan adalah novel L’eternita di Roma LDR dan Cinta Selamanya. Berikut ini adalah prosedur analisisnya. a. Data yang sudah dipilah kemudian dianalisis transitivitas yang mendominasi. b. Data juga dipilah untuk memperoleh tipe sirkumstan yang muncul. c. Menginterpretasikan hasil analisis. 3. Teknik Penyajian Hasil Analisis Data Data yang sudah ditemukan, kemudian disajikan secara deskriptif berdasarkan teori yang digunakan, yaitu teori Linguistik Sistemik Fungsional. Selanjutnya, data dibuatkan kemunculan proses, partisipan, dan sirkumstan dengan statistik sederhana. Setelah itu, dicari hubungan antara transitivitas (proses, partisipan, dan sirkumstan) dengan konteks situasi. Pada tahapan akhir dipresentasikan bagaimana hubungan antara transitivitas dan kekuatan retorika. Kemudian, ditutup dengan simpulan yang ditemukan dan dilengkapi dengan saran. D. Hasil dan Pembahasan Fungsi ideasional terikat dengan pengalaman yang berhubungan dengan fenomena yang ada di dunia, maupun pengalaman internal dalam alam sadar, reaksi, pemahaman, dan persepsi dalam berbicara dan memahami, di samping tindakan linguistik (Halliday, 1978: 332). Fungsi ini merefleksikan kejadian dan pengalaman, baik secara objektif maupun subjektif. Dalam hubungan ini, Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 252 transitivitas merupakan hal yang dibahas ketika membicarakan fungsi ideasional. Fungsi ini tidak hanya menspesifikasi pilihan secara semantis, tetapi juga mendefinisikan kealamian realisasi strukturalnya. Fungsi ideasional biasanya direpresentasikan oleh sistem transitivitas dalam tata bahasa. Sistem transitivitas terdiri atas enam proses, yaitu proses material, proses relasional, proses mental, proses verbal, proses behavioral, dan proses eksistensial. 1. Proses dalam Novel L'eternita di Roma (LDR) dan Cinta Selamanya Dalam novel L'eternita di Roma (LDR) dan Cinta Selamanya ditemukan proses transitivitas. Untuk membedakan proses yang terdapat dalam kedua novel tersebut, berikut disajikan hasil analisis dan pembahasannya. a. Proses Material Novel L'eternita di Roma (LDR) Dalam novel L'eternita di Roma (LDR) paling banyak ditemukan proses material. Proses material adalah process of doing. Proses ini biasanya diindikasikan oleh kata kerja yang mengekspresikan tindakan, baik berupa tindakan nyata maupun abstrak. Biasanya, dalam proses material muncul dua partisipan, yaitu actor dan goal. Actor biasanya menunjukkan subjek, sedangkan goal menunjukkan objek. Kedua partisipan ini biasanya direalisasikan dengan menggunakan kata benda. Dominasi proses ini dalam L'eternita di Roma (LDR) dikarenakan novel ini memiliki genre fiksi remaja yang mengangkat tema cinta dalam traveling. Di hari itu, tepat satu hari sebelum Tahun Baru, di tengah alunan romantis piano klasik dari tangan dingin seorang pianis berbakat, Alexa berani mengutarakan apa yang sebenarnya rasakan selama ini. (Proses Material) Di ambang pintu aula, Demas yang sudah mengenakan jas putih dan dasi hitam Memasuki ia (L'eternita di Roma (LDR): 55) aula (Proses Material) dengan mimik grogi (L'eternita di Roma (LDR): 205) Tokoh utama yang bernama Carrie melakukan traveling ke beberapa kota dan tempat di Roma. Oleh karena itu, banyak muncul kata kerja aktif yang menunjukkan proses material. Seperti pada kutipan yang menceritakan saat Carrie pertama kali menginjakkan kaki di Roma, saat dia bertemu dengan Demas. Sejak di Ponte SantAngelo tadi, Carrie terus membuntuti Demas. (Proses Material) Keesokan paginya, Demas Mengajak Carrie (L'eternita di Roma (LDR): 70) ke Pisa dengan kereta bus. (Proses Material) Malam harinya, Carrie, Demas, dan Alexa pergi (Proses Material) ke Colosseum, lambang kota Roma, (L'eternita di Roma (LDR): 121) untuk mengikuti perayaan Tahun Baru 2016 (L'eternita di Roma (LDR): 172) b. Proses Material Novel Cinta Selamanya Sama halnya pada novel L'eternita di Roma (LDR), dalam novel Cinta Selamanya juga proses yang dominan muncul adalah proses material. Novel Cinta Selamanya ini mengangkat kisah nyata dari penulisnya yang bernama Fira Basuki. Novel ini didedikasikan untuk mengenang suaminya yang telah meninggal. Fira Basuki ini merupakan seorang penulis wanita yang telah banyak menghasilkan karya, namun novel yang menceritakan hidupnya hanya novel Cinta Selamanya. Proses material banyak ditemukan dapat diasumsikan karena Fira Basuki, selain menjadi penulis, dia juga adalah seorang wanita karier yang sering melakukan kunjungan kerja ke berbagai negara. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 253 Semalam saya pulang sangat larut, lepas tengah malam usai penjurian malam bakat sebuah ajang pemilihan puteri. Dari kutipan di atas dapat dilihat bahwa proses material adalah proses yang menunjukkan aktivitas yang dilakukan oleh seseorang memperlihatkan adanya aktivitas yang dilakukan oleh actor terhadap goal. Proses material sebagai ekspresi aktivitas fisik, tidak hanya dalam pengertian fisik yang sempit, seperti mempertukarkan benda atau melakukan perbuatan terhadap suatu benda. Untuk mewujudkan hal itu, perlu partisipan yang berpartisipasi, baik sebagai actor maupun sebagai goal. Hal ini dijabarkan dalam tabel berikut ini. Tabel 1. Sirkumstan dan Partisipan dalam Proses Material Sirkumstan Di hari itu, tepat satu hari sebelum Tahun Baru, di tengah alunan romantis piano klasik dari tangan dingin seorang pianis berbakat Sirkumstan Partisipan 1 Alexa Actor Proses berani mengutarakan Proses Material Partisipan 2 mengutarakan apa yang sebenarnya ia rasakan selama ini. Goal Dalam tabel dapat dilihat hubungan antara partisipan satu dengan yang lainnya. Hubungan ini dikuatkan dengan proses material. Sirkumstan tidak selalu hadir dalam tiap proses, tetapi kehadiran sirkumstan memberikan penjelasan mengenai proses tersebut secara lebih terperinci. 2. Proses Relasional dalam Novel L'eternita di Roma (LDR) dan Cinta Selamanya Proses relasional dikatakan sebagai proses yang menunjukkan atau berfungsi untuk menghubungkan antara satu entitas dengan entitas yang lainnya. Dalam data, proses relasional menduduki peringkat ketiga pada kemunculan di novel L'eternita di Roma (LDR) dan keempat dilihat dari kemunculan pada novel Cinta Selamanya. Proses relasional atributif ditunjukkan oleh kata kerja be ataupun sinonim, dalam hal ini partisipan yang terlibat direalisasikan dengan kata benda yang disebut dengan carrier dan atribut. Kalimat dengan proses relasional atributif tidak bisa dijadikan bentuk pasif. Perubahan ini bisa dilihat a. Proses Relasional Novel L'eternita di Roma (LDR) Gadis cantik berambut ikal berwarna coklat ini begitu fashionable (Proses Relasional) Bersembunyi di balik turis lain atau pura-pura menyaksikan atraksi pelukis jalanan dengan busana women winter coat Prada berwarna kopi susu selutut yang dililit sabuk hitam trendi, kacamata hitam Giorgio Armani, tas jinjing Fendi, jam tangan Bvlgari berwarna emas, legging jins hitam, dan leather ankle boots hitam gucci. (L'eternita di Roma (LDR): 41) adalah (Proses Relasional) beberapa strateginya agar Demas tidak terlalu curiga (L'eternita di Roma (LDR): 71) b. Proses Relasional Novel Cinta Selamanya Baskoro adalah (Proses Relasional) nama belakang suami saya yang kini menjadi bagian dari nama saya. Sirkumstan dan partisipan pada proses relasional terbagi menjadi dua, proses relasional atribut dan proses relasional identifikasi. Proses relational atributif yang ditemukan dalam data, yakni seperti pada tabel berikut ini. 254 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 Tabel 2. Sirkumstan dan Partisipan dalam Proses Relasional Atribut Partisipan 1 Gadis cantik Proses berambut ikal berwarna coklat ini Carrier (Proses Relasional) Partisipan 2 dengan busana women winter coat Prada berwarna kopi susu selutut yang dililit sabuk hitam trendi, kacamata hitam Giorgio Armani, tas jinjing Fendi, jam tangan Bvlgari berwarna emas, legging jins hitam, dan leather ankle boots hitam gucci. Atribut begitu fashionable Bentuk kalimat atau klausa yang menggunakan proses relasional atributif tidak bisa dijadikan bentuk pasif karena maknanya akan berbeda. Berbeda dengan proses relasional identifikasi yang dapat dilihat pada tabel berikut ini. Tabel 2. Sirkumstan dan Partisipan dalam Proses Relasional Identifikasi Baskoro Partisipan 1 Proses adalah Token Proses Relasional Partisipan 2 nama belakang suami saya yang kini menjadi bagian dari nama saya. Value Pada tabel di atas tampak secara sistemik hubungan antara proses relasional dengan partisipan memiliki pelabelan yang berbeda antara relasional atributik dengan relasional identifikasi. Pada proses relasional atributif, pelabelan partisipan disebut dengan carries dan attribute. Pada proses relasional identifikasi, partisipan yang berperan sebagai subjek disebut token, partisipan yang berperan sebagai objek disebut value. 3. Proses Mental dalam Novel L'eternita di Roma (LDR) dan Cinta Selamanya Dalam data, proses mental ada pada peringkat kedua pada novel L'eternita di Roma (LDR) ketiga pada novel Cinta Selamanya dilihat dari persentase kemunculan. Proses material tdak hanya dibicarakan secara kasat mata, tetapi juga mengenai apa yang dirasakan atau yang dipikirkan. Halliday membagi proses mental menjadi tiga kelas, yaitu kognisi, afeksi, dan persepsi (Eggins, 1994). Proses mental juga dibedakan dengan proses material dari jumlah partisipannya. Dalam proses mental harus ada dua partisipan yang terlibat. Salah satu partisipan harus manusia yang disebut sebagai senser, sedangkan partisipan yang lain disebut phenomenon. Ada dua tipe phenomenon dalam proses mental, yaitu aksi dan fakta. Beberapa proses mental yang ditemukan dalam data berikut. a. Proses Mental dalam Novel L'eternita di Roma (LDR) Ekspresinya saat ini datar, tak tahu harus sedih atau senang. (Proses Mental) (L'eternita di Roma (LDR): 173) Di tengah semua orang menyanyikan Auld Lang Syne dengan riang, Carrie melihat Alexa Demas dan yang juga riang dan ikut bernyanyi. (Proses Mental) (L'eternita di Roma (LDR): 174) Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 255 b. Proses Mental dalam Novel Cinta Selamanya Saya, saat ini sedang merindukan Hafez. (Proses Mental) Saya melihat Hafez terbaring tak sadar (koma) di kamar Unit Gawat Darurat (UGD) dengan selangselang di mulut dan tubuhnya. (Proses Mental) (Cinta Selamanya : 87) 4. Proses Verbal dalam Novel L'eternita di Roma (LDR) dan Cinta Selamanya Proses verbal biasanya terdiri atas tiga partisipan, yaitu sayer, receiver, dan verbiage. Sayer adalah yang bertanggung jawab atas terjadinya proses verbal itu, tidak harus merupakan partisipan hidup. Receiver merupakan simbol kepada siapa proses verbal itu ditujukan. Selanjutnya, verbiage adalah pernyataan yang dinominalisasikan oleh proses verbal. a. Proses Verbal dalam Novel L'eternita di Roma (LDR) Sepasang sahabat ini tak berhenti bicara sepanjang jalan (Proses Verbal) (L'eternita di Roma (LDR): 21) b. Proses Verbal dalam Novel Cinta Selamanya Saya membiarkan Hafez berbicara panjang lebar mengenai musik, musisi, dan kesayangannya. para band (Proses Verbal) (Cinta Selamanya : 86) 5. Proses Behavioral dalam Novel L'eternita di Roma (LDR) dan Cinta Selamanya Menurut Halliday (dalam Eggins, 1994), proses tingkah laku adalah perpaduan antara proses material dan proses mental. Oleh karena itu, makna yang diperoleh juga merupakan perpaduan anatara proses material dan proses mental. Mayoritas proses ini hanya memiliki satu partisipan, yang disebut sebagai behaver. Dalam hal ini, walaupun ada partisipan lain yang terlibat, bukan merupakan statement ulang proses yang disebut phenomenon. a. Proses Behavioral dalam Novel L'eternita di Roma (LDR) Proses behavioral pada novel ini pada tingkat ketiga berdasarkan kemunculannya. Berikut hasil analisisnya. Lalu dengan susah payah ia tersenyum dan berbalik “Benvenuto a Roma!” Serunya sambil tertawa gembira, lalu berlari dengan memanggul backpacknya. (Proses Behavioral) Memandangi Alexa dari dekat, Carrie (L'eternita di Roma (LDR): 40) masih terus menangis. menggeleng-geleng (Proses Behavioral) sambil (L'eternita di Roma (LDR): 218) b. Proses Behavioral dalam Novel Cinta Selamanya Proses behavioral pada novel Cinta Selamanya berdasarkan kemunculannya pada tingkat kedua setelah proses material karena tokoh utama pada novel ini mengalami kedaan yang sangat sulit. Hal ini dikarenakan tokoh utama kehilangan suami untuk selamanya. Namun, setiap hari, ya setiap hari, Saya Bangun, terjaga melihat Kiad, ada aja moment jadi cengeng. saya menangis. saya menangis 256 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 Rabu, 13 Februari 2013 pagi, Bukan sekali dua kali di saat saya sedang jalanpun, saya terbangun tiba-tiba saya melipir ke pojok dan menangis sedang menangis. (Cinta Selamanya : 86-105) Pada contoh di atas, proses behavorial hanya dapat bervalensi dengan satu partisipan. Proses ini menunjukkan aktivitas fisiologis dalam pengertian luas, baik perilaku fisik yang dapat dilihat seperti gerakan badan, mimik, maupun perilaku fisik yang lebih abstrak. E. Simpulan Transitivitas pada novel L’eternita di Roma dianalisis dari segi proses, dominan muncul adalah proses material diikuti oleh proses mental. Hal ini dikarenakan novel L’etenita di Roma merupakan novel bertema traveling dan percintaan remaja. Pada novel Cinta Selamanya, proses yang dominan muncul adalah proses material, sedangkan selanjutnya adalah proses behavioral karena novel ini merupakan kisah nyata penulis yang kehilangan suami. Proses material dominan muncul dikarenakan tokoh pada kedua novel merupakan wanita karier dan sering melakukan pekerjaan dan perjalanan fisik. Proses mental muncul diakibatkan karena tokoh pada kedua novel mengalami konflik yang cukup pelik karena sama-sama ditinggalkan oleh pasangan. F. Daftar Pustaka Basuki, Fira. 2014. Cinta Selamanya. Jakarta: Kompas Gramedia Eggins, S. 1994. An Introduction to Systemic Functional Linguistics. London: Pinter. Halliday, M. A. K. 1978. Language as A Social Semiotics. London: Edward Arnold. Halliday, M.A.K. 1985. An Introduction to Functional Grammar. London: Edward Arnold. Massardi, Cassandra. 2015. L’eternita di Roma. Jakarta: Gramedia. Sudaryanto. 1987. Metode dan Aneka Teknik Analisis Bahasa. Yogyakarta: Masyarakat Linguistik Indonesia Komisariat Universitas Gadjah Mada Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 UNDERSTANDING PRONUNCIATION VARIATIONS OF JAVANESE STUDENTS OF ENGLISH Beny Husodo Muhammadiyah University of Surakarta. [email protected] 081567908033 Abstract Indonesia has many languages, as noted in kompasiana.com at 2015 by Nasir, Indonesia has 749 region languages and each language has specific characters that surely make Indonesia full of students with multiple backgrounds of languages, it is clear that ESL students in Indonesia have diversity in their pronunciation. Therefore, the aim of this paper is to describe the diversity of pronunciation which analyze in phonetics and why the diversity exists, with focus on ESL students’ major problems in articulating (θ), (ð), (ʃ), (ʒ), (ʧ), (ʤ), that phonemes are pronounced by ESL students in Cilacap, Central Java. In this paper, the writer gives another point of view, this paper is not discusses in the term of error analysis or contrastive analysis in pronunciation but it discusses in the term of interlanguage, Selinker (1972) referred interlanguage as second language systematic knowledge independent of both first language and second language (Fauziati, 2011). Therefore, their mistake is not taken as mistake but as progress when ESL students learn the second language. Keywords: phonetics, pronunciation variations, Javanese ESL students. Paper Background Indonesia has 749 region languages, the richest language’s owner in the world after New Guinea, around 800 region languages (Nasir, 2015), multiple cultures and races (Hafil, 2015), this matter not only become luck for Indonesia but also lack when they learn second language, ESL students from Indonesia are mostly influence by their mother tongue dialect, they has difficulties to reduce the mother tongue dialect influence. For example, when Indonesia EFL learners pronounced “go” that should be pronounce /gɑʊ/ but Indonesian learners usually pronounced /go/, this matter because sound /aʊ/ does not exist in Indonesian (Riyani & Prayogo, 2013). This case was also proven by Muhaji & Sholeh (2015), in University of Kanjuruhan Malang, they investigated pronunciation problems faced by English department students. The result showed as that the students has difficulties in removing their mother tongue dialect influence, difficulty to pronounce the English phonetics, difficulty in determining the stressed and unstressed syllables, difficulty in recognizing and pronunciation weak sounds, difficulty in pronouncing the suffix of a word correctly. In this current research, the writer gives another point of view, the writer do not discusses in the term of error analysis or problems in pronunciation but it discusses in the term of interlanguage, Selinker (1972) referred interlanguage as second language systematic knowledge independent of both first language and second language (Fauziati, 2011). Therefore, their mistake is not taken as mistake/problem but as a progress when ESL students learn the second language. In order to make different research from the previous, the writer takes data from Cilacap of Central Java. Cilacap was taken by the writer as setting of place of this research because Cilacap has special-specific characteristics region language (Indonesian known as ngapak language), with focus on ESL students’ major problems in articulating (θ), (ð), (ʃ), (ʒ), (ʧ), (ʤ),. Therefore this paper try to describe the glides which make by ESL students in Cilacap in articulating (θ), (ð), (ʃ), (ʒ), (ʧ), (ʤ), and what are the causes. 257 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 258 A Brief Theoretical Review Pronunciation is the act or manner of pronouncing words; utterance of speech. In other words, it can also say as a way of speaking a word, especially a way that is accepted or generally understood. In the senses, pronunciation entails the production and reception of sounds of speech and the achievement of the meaning (Kristina & Rarasteja, 2006). This definition gives a briefer pronunciation’s definition. It contains some important keys in pronunciation: act, speaking, production and reception of sound. It means that the words being pronounced should be understandable, in order get the understandable, people should have clear knowledge about phonetics. Phonetics, like any science, develops over time. New facts emerge, new theories are created, and new solutions to old problems are invented (The International Phonetics Association, 2007). The notational system of any science reflects facts and theories, and so it is natural that from time to time the Alphabet should be modified to accommodate innovations. Ogden (2009) stated that “Phonetics itself means the study of the sounds of speech” (Ogden, 2009). For further more phonetics provides objective ways of describing and analyzing the range of sounds humans use in their languages (McMahon, 2002). Those people give a clear definition and according to them, phonetics is study of how sounds are produced and the position of mouth when the sounds are produced. Meanwhile, according to Laver (1994) phonetics refers to any learnable aspect of use of the vocal apparatus. Based on the definitions, the writer concluded that phonetics is the study of sound and how they are produced. Phonetics has the organization which focus in standardized them, it call as The International Phonetics Association or IPA. Although they has the standardized the world is so complex, when they learn about second language (especially English as International language) some phonemes cannot pronounced because of some causes, finally comes variation. Here are the examples of some pronunciation variation in some country based on Lin (2014) research, in Vietnamese, they are hard to pronounce (t) and (d) in the final words because the final consonant does not exist in Vietnamese and then Japanese, in Japanese the entire words end with vowel so they have problems in pronouncing consonant in the final words, and so many more. As said before though the standardized was made all become equal but the word is too complex, therefore interlanguage is needed as the subject to examine the variation. Selinker (1972) referred interlanguage as second language systematic knowledge independent of both first language and second language (Fauziati, 2011). Method This paper described the glides which make by ESL students in Cilacap in articulating (θ), (ð), (ʃ), (ʒ), (ʧ), (ʤ), and what are the causes based on the principle of descriptive qualitative research, therefore in order to make sure there is no manipulation of data the writer asked the subject to read the text which contained (θ), (ð), (ʃ), (ʒ), (ʧ), (ʤ), and the record their voice. Finding and Discussion Finding (θ) Subject 1 Subject 2 Subject 3 Subject 4 Subject 5 Initial Middle - - - - - Final Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 259 In this case the subjects asked to pronounce thing, think, three, thief and thought to identify (θ) in the initial, something, anything, everything, ethic and ethnic to identify (θ) in the middle and both, with, math, north, south to identify (θ) in the final. Phoneme (θ) is pronounced fricative, interdental and voiceless. The subjects are mostly good in the initial and final but in the middle the subjects are mostly different in pronouncing the phoneme (θ). They mostly shifted from (θ) to (t) which pronounced stop, alveolar and voiceless. (ð) Subject 1 Subject 2 Subject 3 Subject 4 Subject 5 Initial Middle - - Final - - - - In this case the subjects asked to pronounce the, this, that, these, those to identify (ð) in the initial, brother, father, mother, neither and either to identify (ð) in the middle and breathe, loathe, smooth, scythe and seethe to identify (ð) in the final. Phoneme (ð) is pronounced by fricative, interdental and voiced. The subjects are mostly good in pronounce (ð) in the initial and middle but in the final the subjects are mostly different in pronouncing the phoneme (ð). They mostly shifted (ð) to (t) which pronounced stop, alveolar and voiceless. (ʃ) Subject 1 Subject 2 Subject 3 Subject 4 Subject 5 Initial Middle - Final In this case the subjects asked to pronounce she, show, sure, shoulder, should to identify (ʃ) in the initial, patient, pressure, creation, fashion and national to identify (ʃ) in the middle and gosh, wish, push, trash and English to identify (ʃ) in the final. Phoneme (ʃ) is pronounced by fricative, alveopalatal and voiceless. The subjects are good in pronouncing (ʃ) in the initial, middle and final. (ʒ) Subject 1 Subject 2 Subject 3 Subject 4 Subject 5 - - - - Initial Middle Final In this case the writer only found the phoneme (ʒ) in the middle therefore subjects are asked to pronounce vision, version, luxury, decision and television to identify phoneme (ʒ) in the middle. Phoneme (ʒ) is pronounced by fricative, alveopalatal and voiced. The result shows us that phoneme (ʒ) are good enough pronounced by subject 5 and the other subjects are shifted from (ʒ) become (ʃ). (ʧ) Initial Subject 1 Subject 2 Subject 3 Subject 4 Subject 5 - Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 260 Middle - - Final In this case the subjects asked to pronounce child, charge, change, cheeks and choice to identify (ʧ) in the initial, teacher, mature, nature, teaching and watching to identify (ʧ) in the middle and such, which, watch, match and march to identify (ʧ) in the final. Phoneme (ʧ) is pronounced by affricative, alveopalatal and voiceless. The subjects are good enough in pronouncing (ʧ) in the initial, middle and final whether there is still wrong pronunciation. (ʤ) Subject 1 Subject 2 Subject 3 Subject 4 Subject 5 Initial - Middle - - - - Final - - In this case the subjects asked to pronounce job, just, giant, junior and general to identify (ʤ) in the initial, ages, pager, major, region, budget to identify (ʤ) in the middle and bridge, usage, language, prestige and village to identify (ʤ) in the final. Phoneme (ʤ) is pronounced by affricative, alveopalatal and voiced. Phoneme (ʤ) are mostly shifted by four of the subject, it shifted into (ʧ) which pronounced affricative, alveopalatal and voiceless. Only subject five is good enough to pronounce (ʤ). Discussion In this discussion, the writer answers the aims of this paper, which the aims are to describe the sound shift of (θ), (ð), (ʃ), (ʒ), (ʧ), (ʤ) and why they are shifted. In the finding above, the writer finds that phoneme (θ), in the initial and final word which pronounced by the five subjects, it sound clear enough, but the problem arise when (θ) take place in the middle, the sound are shifted from (θ) become (t) which articulated by stop, alveolar and voiceless, it also happen in the final word of phoneme (ð). Furthermore, the writer found new result when subject read “think” (θɪŋk), the subject lost the final (k), therefore they pronounce “think” like pronounce “thing”, the writer assumed that ESL students in Indonesia are unaccustomed to pronounce (ŋk) and (ð) in the final because it does not exist in Indonesian alphabet. Next are (ʃ) and (ʒ), the subjects are clear enough to pronounce (ʃ) both in initial and middle or final, but the shift arise when subjects pronounce (ʒ) which should be pronounced by fricative, alveopalatal and voiced it shifted become (ʃ) which pronounced fricative, alveopalatal and voiceless. Henceforth are (ʧ) and (ʤ), like above phoneme (ʧ) are clear enough pronounced by the subject but the shift arise when the subject pronounce (ʤ), it should be pronounce affricative, alveopalatal and voiced but shifted become (ʧ) which pronounced affricative, alveopalatal and voiceless. The writer assumed that this case because the manner of articulation of alveopalatal voiced phonemes is rare in Indonesia. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 261 Conclusions Avoiding the problems in articulating the English pronunciation, this paper is concern to discover the variations of pronunciation in Indonesia with brief explanation. It should be received as a progress when ESL students in Indonesia learn second language. The result is glide phonemes found in the middle (θ), final (ð), middle (ʒ), and in the final and middle (ʤ). The glides not found in phoneme (ʃ) and (ʧ). The writer assumed that cases caused by there are not existences of phonemes (θ), (ð), (ʃ), (ʒ), (ʧ), (ʤ) in Indonesia, however, if they can pronounce phonemes (θ), (ð), (ʃ), (ʒ), (ʧ), (ʤ) it should be pass by hard study, and also the subjects has difficulties in removing their mother tongue dialect influence and difficulty to pronounce the English phonetics correctly. References Fauziati, E. (2011). Interlanguage and error fossilization: A study of Indonesian students learning English as a foreign. Indonesian Journal of Applied Linguistics, 1(1), 23-38. Hafil, M. (2015, Desember 9). Kerajaan Warisan Budaya Indonesia. Retrieved January 12, 2016, from Republika Online:http://www.republika.co.id/berita/koran/wawasan/15/ 12/09/nz2wsk12kerajaanwarisanbudayaindonesia Kristina, D., & Rarasteja, Z. (2006). Pronunciation 1. Surakarta: Sebelas Maret University Press. Laver, J. (1994). Principles of Phonetics. Cambridge: Cambridge University Press. Lin, L.-C. (2014). Understanding Pronunciation Variations Facing ESL Students. Journal of Humanities and Social Science, 4(5), 16-20. International McMahon, A. (2002). Introduction to English Phonology. Edinburgh: Edinburgh University Press Ltd. Nasir, M. (2015, March 26). Mendokumentasikan Bahasa Daerah, Merawat Budaya Bangsa. Retrieved January 6, 2016, from print.kompas.com:http://print.kompas.com/baca/ 2015/03/26/MendokumentasikanBahasaDaerah. Ogden, R. (2009). An Introduction to English Phonetics. Edinburgh: Edinburgh University Press Ltd. Riyani, I., & Prayogo, J. (2013). An Analysis of Pronunciation Error Made by Indonesian Singer in Malang in Singing English Song. English Education of State University of Malang, 1-9. Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics in Language Teaching, 10(3), 219-231. Sholeh, A., & Muhaji, U. (2015). Pronunuciation Difficulties Encoutered By EFL Students in Indonesia. Jurnal Inspirasi, 5(2), 698-707. The International Phonetics Association. (2007). Handbook of the International Phonetic Association: A guide to the use of the International Phonetic Alphabet. Cambridge: Cambridge University Press. 262 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 Appendix SOUND SHIFT RESULT TABLE Initial Medial origin voice origin Final voice origin voice Thing θɪŋ θɪŋ Something ˈsʌmθɪŋ sʌmtɪŋ Both bəʊθ bəʊθ Think θɪŋk θɪŋ Anything ˈɛnɪθɪŋ ɛnɪtɪŋ With wɪθ wɪð .θ Three θriː cri Everything ˈɛvrɪθɪŋ ɛvrɪtɪŋ Math mæθ mæθ Thief θiːf θif Ethic ˈɛθɪk ɛtɪk North nɔːθ nɔθ Thought θɔːt tɔt Ethnic ˈɛθnɪk ɛtnɪk South saʊθ saʊθ The ðiː ðe Brother ˈbrʌðə brʌðər Breathe briːð brid This ðɪs ðɪs Father ˈfɑːðə fɑːðər Loathe ləʊð lɔd That ðæt ðæt Mother ˈmʌðə mʌðər Smooth smuːð smut These ðiːz ðiz Neither ˈnaɪðə naɪðər Scythe saɪð saɪð Those ðəʊz ðɔz Either ˈaɪðə aɪðər Seethe siːð sit She ʃiː ʃi Patient ˈpeɪʃənt peɪʃənt Gosh gɒʃ gɒʃ Show ʃəʊ ʃɔ Pressure ˈprɛʃə prɛʃə Wish wɪʃ wɪʃ Sure ʃʊə ʃʊr Creation kri(ː)ˈeɪʃən krieɪʃən Push pʊʃ pʊʃ Shoulder ˈʃəʊldə ʃɔldə Fashion ˈfæʃən fæʃən Trash træʃ træʃ Should ʃʊd ʃʊd National ˈnæʃənl næʃənl English ˈɪŋglɪʃ ɪŋglɪʃ .ð ʃ Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 263 ʒ ʧ ʤ Vision ˈvɪʒən vɪʃən Version ˈvɜʒən vɜʃən Luxury ˈlʌkʒəri lʌkʃəri Decision dɪˈsɪʒən dɪsɪʃən Television ˈtɛlɪˌvɪʒən tɛlɪvɪʃən Child ʧaɪld ʧaɪlt Picture ˈpɪkʧə pɪkʧə Such sʌʧ sʌʧ Charge ʧɑːʤ ʧɑrʧ Nature ˈneɪʧə neɪʧə Which wɪʧ wɪʧ Change ʧeɪnʤ ʧeŋ Mature məˈtjʊə məˈtjʊə Watch wɒʧ wɒʧ Cheeks ʧiːks ʧiks Teaching ˈ ːʧɪŋ tiːʧɪŋ Match mæʧ mæʧ Choice ʧɔɪs ʧɔɪs Watching ˈwɒʧɪŋ wɒʧɪŋ March mɑːʧ mɑʧ Job ʤɒb ʤɒb Ages ˈeɪʤɪz eɪjɪz Bridge brɪʤ brɪdʃ Just ʤʌst ʤʌst Pager ˈpeɪʤə peɪjə Usage ˈjuːzɪʤ usædʃ Giant ˈʤaɪənt ʤaɪənt Major ˈmeɪʤə meɪjə Language ˈlæŋgwɪʤ læŋgwæʤ Junior ˈʤuːnjə ʤuːnjɔ Region ˈriːʤən riːjən Prestige prɛsˈ ːʤ prɛsˈtiʃ General ˈʤɛnərəl ʤɛnərəl Budget ˈbʌʤɪt bʌjet Village ˈvɪlɪʤ vɪlæjs *The origin pronunciation based on oxford dictionary. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 An Analysis of Swearwords used by Instagram Users IKA MUFIDATUL HASANAH S200140013 [email protected] Postgraduate Program of Language Studies Muhammadiyah University of Surakarta ABSTRACT The current study deals with swearwords used by Instagram users. This research aims to find out the swearwords classfications (its function and theme), pragmatic functions of the swearwords used, and the most dominant function, theme, and pragmatic use of wearing. The writer has found fifty data taken from both Instagram users’ captions and comments on celebrities’ photos. The writer analyzes swearing types found on Instagram using Ljung’s swearing function and theme. After analyzing the swearwords using Ljung’s categories the writer would like to discuss the pragmatic of the swearwords used by using Trudgill and Andersson’s category. The writer found twelve themes in swearwords function from fifty data. There are curse (4 %), adjectives of dislike (10 %), modal adverbial (2%), name calling (24%), noun supports (10%), affirmation (12%), adjective intensifier (12%), emphasis (6%), interjection (8%), expletive interjection (8%), literal meaning (2%), and anaphoric use of epithets (2%). There are six categories of swearwords theme used; sexual activities (48%), scatological theme (20%), religious theme (16%), ancentors theme (4%), animal theme (20%), and prostitution theme (2%). There are four categories in pragmatic use of swaerwords on Instagram; expletive swearing, abusive, humorous, and auxiliary. There are fourcategories of pragmatic use of swearwords used in Instagram; expletive swearing (6%), abusive swearing (18%), humorous swearing (22%), and auxiliary swearing (68%). The most dominant function of swearwords is name-calling with twelve occurrences and 24% percentage. The most dominant theme used in swearing words data taken is sexual activities with 24 occurrences and 48% percentage. The most dominant pragmatic use of swearing is auxuliary swearing with 34 occurences and 68% percentage. Keyword: swearwords, swearing, Instagram A. INTRODUCTION Swearwords seem so common these days. Moreover, the developments of social networks also influence the use of swearwords. Swearwords like holy shit! damn it! hell no! seem so very easy to find in movies, songs, and even daily posts on social networks. There are some reasons why the writer chooses swearwords used by Instagram users as the object of the current study. The first, Ljung (2011: 3) stated that studies on swearwords were a long neglected are of research until the research was increased by the year 1970’s. So, the writer would like to contribute herself in swearwords study found in social network especially Instagram. The second, the writer is interested in analyzing the 264 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 265 pragmatic function of swearing used by Instagram users. And the last is the writer wants to analyze the pattern of swearing used by Instagram users. Based on the arguments the writer has shown above, the writer wants to limit this study on swearwords used by Instagram users to comment on celebrities posted pictures and how celebrities use swearwords as their Instagram captions. Therefore, the writer has arranged the research questions as follow:1) What are swearwords theme used, 2) What are the function classification of swearwords used?, 3) how is the percentage of the swearwords used?, and 4) what are the most used swearword(function and theme)? The result of this study can contribute to the field of swearing study. It can also show to readers the different use of swearing in social network. Moreover, this study also contributes to the study of cyber-pragmatic, specifically in impoliteness side. B. LITERATURE REVIEW Hughes (2006) mentioned two kinds of swearing, formal and informal. Formal swearing is a “ritual of social compliance and obligation”, such as in marriage, and court. On the other hand, informal swearing constitutes “a transgression of social codes ranging from the merely impolite criminal.” Montagu in Ljung (2011: 25) mentioned classification of swearing. He mentioned that swearing can be either abusive, adjurative, asservative, ejaculatory or exclamatory, execratory, expletive, hortatory, interjectional and objurgatory swearing. Pinker (2007) in Ljung (ibid) argued that people argue in at least five different ways: Descriptive swearing (e.g Let’s fuck!), Idiomatic swearing (e.g. It’s fucked up!), abusive words (e.g Fuck you motherfucker!), Emphatic swearing (e.g It’s fucking amazing), and cathartic swearing (e.g. Fuck!) Ljung (2011) categorizes swearing based on its function and themes. He divides swearing functions into three, the stand-alone, the slot filters, and replacive swearing. He divides swearing themes into religious theme, animal theme, scatological theme, mother theme, and minor theme. Ljung (2011) categorizes swearing based on its function and themes. He divides swearing functions into three, the stand-alone, the slot filters, and replacive swearing. Stand-alone swearing expressions have a less marked illocutionary character, for example the expletive interjections expressing anger, surprise, pain and other feelings, such as God!, Shit!, Jesus Christ!. Other stand-alone swearing expressions are affirmations, denials, ritual insults and name-calling. Ljung (2011) mentioned some types of swearing, they are: Religious theme, scatological theme, sex organ theme, sexual activities, mother/family theme, and minor theme. 266 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 C. RESEARCH METHOD The data for this research is sentences which consist of swearwords found in comments and captions on Instagram, specifically, they are taken from popular accounts of Instagram users such as singers, models, actors, actresses and so on. The method of data collection is called documentation. After the data are collected, the writer analyzes the data, categorizes them based on the swearing category, analyzes the pattern used in swearing, and identifes the data into pragmatic analysis of swearing used. After doing such analysis, the writer group them based on the categorization and then report them in finding. D. FINDINGS The writer has collected 50 data taken from both Instagram users’ captions and comments on celebrities’ photos. The writer analyzes swearing types found on Instagram using Ljung’s swearing function and theme. After that, the pragmatic of the swearwords were analyzed by using Trudgill and Andersson’s category. This part will be divided into three, swearing categorization (function and theme), pragmatic use of swearing, and the percentage of swearing, and the most dominant swearwords used by Instagram users. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 267 1. SWEARING Fuck u miley u r a asshole Fucking Vegas FUNCTION Fuck u=curse asshole= adjectives of dislike Curse THEME Fuck you: sexual activities Asshole: scatological theme Sexual activities 2. 3. Fucking Sexy….Damn Modal Adverbial 4. Bad bitchezz only Name-calling Fucking: sexual activities Damn: religious Animal 5. Umm wtf is kortney spreg 6. Bro u look gay AF w that blonde hair Noun-supports Affirmation Sexual activities Sexual activities 7. U bae asffff Noun supports Sexual activities 8. This is a bad ass jacket Noun supports Scacotological 9. Fuck this stuff Noun supports Sexual activities 10. Hot damn Adjective intensifier religious 11. Slut 12. Yuck! What’s that fucking shit u’re a bristle Name-calling Adjectives of dislike prostitution Fucking= sexual activities 13. Ur so damn cute Adjectival intensifier Shit= scatalogical religious 14. Ur so damn hot religious 15. Nice b**** Adjectival intensifier Name-calling 16. He fucking do like his damn Emphasis Fucking = sexual activity 17. Emirates bitches Name-calling Damn=religious animal 18. Bitchimmadonna Name-calling animal 19. Omf she’s perfect Interjection Sexual activity 20. Fuck u 21. We can change the world if you weren’t in it Justin fuck bever 22. North looks like when she grows up she’s gonna fck bitches up for no reason lol she be mean mugging ppl 23. Hairline looking like a goddamn U turn 24. I am an alien fuck with me Adjectives of dislike Noun supports Sexual activity Sexual activity Affirmation Fuck= sexual activity Bitch=animal Expletive Interjection religious - - Lmao=expletive interjection Hot af=adjective intensifier LMAO=scatological Fuck= sexual activity Anaphoric use of epithets Shit=scatalogical 25. Lmao the brunettes are hot af and then there’s jack j with allis feet almost touching the ground 26. Get that shit then animal 268 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 27. How the hell u not tag the bitch @jaremih damn man daaammnnn Hell= Bitch=name-calling Damn=expletive Interjection Hell, damn=religious 28. Ur fricken hot Emphasis 29. Dear god me nigga I loved u 30. I love you ssooo fucking much. Keep doing your thing 31. Justin bieber looks so gay in this picture. Like dafuq? Stop trying sir pls Name-calling Fricken=fucking=sexual activity Nigga = ancentors Emphasis Sexual activity Adjectives of dislike Sexual activity 32. Oh my god so fucking gorgeous 33. Lucky damn you! Adjectival Intensifier Sexual activity Affirmation religious 34. Fake as fuck Affirmation Sexual activity 35. Also, lily next time you go to Laurel Hardware get the steak. It’s so fucking good 36. Did she steal declans bear bitch Adjectival Intensifier Sexual activity Name-calling animal 37. They r fake Ugly stupid spoil bitches 38. This bitch is your twin Adjectives of dislike animal Name-calling animal 39. What is it with people talking about the devil witches blah blah bullshit! Bitches shes @madonna 40. @madonna those young days will never ever come back.. you’re old as fuck now… Bye 41. Wtf 42. This is so creepy omfg Name-calling Bitches = animal Bullshit = scatological Affirmation Sexual activities Interjection Expletive Interjection Name-calling Sexual activities Sexual activities 44. Lmaoo true true 45. Lmao with those hashtags tho 46. Say that again bitch Interjection Interjection Scatological scatalogical Name-calling Sexual activity 47. Fucking queen Affirmation Sexual activity 48. Whoever tells u ur ugly or dumb n shit their ugly and dumb cuz they don’t know what’s perfect n that’s u….. 49. Badass 50. Ugly as fuck Expletive Interjection Scatological Interjection Adjective of dislike scatological Sexual activities 43. She not really hot niggas Bitch=animal Ancentors Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 269 Based on the pragmatic function of swearing, the writer analyzed the pragmatic function of swearing used using Trudgill categorization of pragmatic function: a. Expletive swearing means swearing is used to express emotions without directing it to others. Expletive swearing is usually used when angry, From 50 data, There are three data included into exxpletive data because there is no intention from the user to say it. There is no clear direction to whom they say it, just like Wtf (number 41), Fuck u (number 20), and Whoever tells u ur ugly or dumb n shit their ugly and dumb cuz they don’t know what’s perfect n that’s u….. (number 48) b. Abusive swearing is used to harm the hearer. from 50 data the writer found 9 data used as abusive swearing. Here are the data categorized as abusive swearing which may cause to harm the hearer: We can change the world if you weren’t in it Justin fuck bever. In writer’s opinion, the user use this swearing to directy harm Beliebers. The effect might come up are some protest from Bieber’s Fans. That’s why it includes abusive swearing.In madonna those young days will never ever come back.. you’re old as fuck now… Bye. the user tend to mock Madonna because she is not young anymore and affirm that she is not as good as she was young. c. Humorous swearing often looks like abusive swearing, ‘but has the opposite function.’ I t is just used as joking. From 50 data the writer found 11 data which are categorized as Humorous swearing. Swearing as joking can be calling herself with swearing like Bad bitchezz only (taken from Miley’ account), or Bitchimmadonna (Madonna). This data are taken from celebrities captions in whch they have no intention to harm anyone. Moreover Miley wrote a caption like this Fucking Vegas, of course this is just a joking. Nobody want their city to be added with swearing that way. d. Auxiliary swearing. From 50 data taken there are 34 data included in Auxiliary swearing in which they are used as just auxiliaries, no intentions, as a joke or even to harm people or undirect swearing (expletive). In describing the use of auxiliary swearing can be easier if we use some speech acts categories like the writer has mentioned above, for example: 270 - Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 Complementing such in Lmao the brunettes are hot af and then there’s jack j with allis feet almost touching the ground, Ur so damn cute - Confirming like How the hell u not tag the bitch @jaremih damn man daaammnnn - Suggesting like Also, lily next time you go to Laurel Hardware get the steak. It’s so fucking good - Showing Love: I love you ssooo fucking much. Keep doing your thing - Mocking like Fuck u miley u r a asshole, Dear god me nigga I loved u - Expressing dislike like Fake as fuck 3.3 Percentage of Swearwords used This part will be divided into three; the first is discussing swearwords function, followed by theme, and pragmatic use of swearing. After presenting the percentage of each part, the dominant occurence will be revealed. Table 3.3.1 Swearwords Function Percntage FUNCTION Curse Adj of dislikes Modal Adverbial Name Calling Noun Supports Affirmation Adjective intensifier emphasis Interjection Expletive interjection Literal meaning Anaphoric use of epithets Total OCCURENCE 2 5 1 12 5 6 6 3 4 4 1 1 50 PERCENTAGE 4% 10% 2% 24% 10% 12% 12% 6% 8% 8% 2% 2% 100% Table 3.3.2 Swearwords Theme Percentage THEME OCCURENCE PERCENTAGE Sexual activities 26 52% Scatological theme religious 10 8 20% 16% animal 10 20% prostitution ancentors 1 2 2% 4% Total 50 100% Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 271 Table 3.3.3 Pragmatic Function of Swearwords Theme PRAGMATIC FUNCTION OCCURENCE PERCENTAGE Expletive 3 6% Abusive Humorous 9 11 18% 22% auxiliary 34 68% Total 50 100% From the three tables above, we can see the most dominant swearwords used. The first is the function of swearwords. From the table above, the most dominance swearwords function used by Instagram users is as name calling with twelve occurrences and 24% as the percentage. The second is the theme of swearwords. The most dominant theme of swearwords used is sexual activities. A seen on the table, it has 26 occurrences and 52% as the percentage. The last is pragmatic use of swearing. The most dominant pragmatic use of swearing is as auxiliary with 34 occurrences and 68% as the percentage. E. CONCLUSION After analyzing sweaing used by Instagram users either to make a caption or comment on one’s picture the writer concludes that using same swearwords in different context may mean different interpretation. Swearing can be a used as humor, or even abuse someone. But the most important thing is to say something in the proper way based on the context. REFERENCES Hughes, Geoffrey. (2006). An Encyclopedia of Swearing. M.E. Sharpe, Inc.: New York. Ljung, Magnus. (2011). Swearing: A Cross-cultural Linguistic Study. Palgrave MacMillan: New York. Pinker, S. (2007) The Stuff of Thought. Language as a Window into Human Nature. New York: Viking. Trudgill, P. and Andersson, L. (1990) Bad Language, Oxford: Basil Blackwell Limited. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 IMPROVING STUDENTS’ SPEAKING SKILL THROUGH DISCUSSION IN GRADE XI OF SMA MUHAMMADIYAH 5 JATEN 2012/2013 ACADEMIC YEAR Linna Marngatun Muflikhah, S.Pd [email protected] 0857 0267 2810 Muhammadiyah University of Surakarta The objectives of this research are to describe whether or not teaching speaking by using discussion method can increase students’ speaking skill and to identify the difficulties faced by the students in using discussion as method to increase their speaking skill in grade XI of SMA M 5 Jaten. In achieving the objectives of this research, the researcher uses collaborative research. Each cycle of this research consists of four steps: planning, implementing, observing, and reflecting. The subjects of this research consist of 26 students. In analyzing the data the researcher uses both qualitative and quantitative analysis. Qualitative analysis was done based the process of teaching and learning process. While quantitative analysis done based to the scores of pre-test and post-test. There were three cycles in this research, each cycle conducted in two meetings. The result of the research shows that the average score of pre-test is 37.6, post-test one is 5.6, post-test two is 2 53, post-test three is 3 66.15 and final test is 63. Those scores indicate that the students have an improvement in speaking ability. Through discussion the students become more confident and more critical. Then, it can be called that teaching speaking through Discussion is succesful to improve students speaking ability in SMA M 5 Jaten. There were some weaknesses of discussion; (1) just problematic materials could be used, (2) some of them depend on with clever students, (3) many students may dominated the discussion, (4) subjective scoring, (5) moves slowly the class, and (6) takes long time. Key word: Speaking skill, Discussion, Improvement, Teaching Method, Collaborative research. A. Introduction Tarigan (1990:3-4) defines speaking as a language skill which is developed in childhood preceded with listening skill. It means that speaking is the basic skill in learning language. Indeed, people mostly use language for communication. Hornby (1997:37) states that through speaking language learners will be judged upon most in real life situation. It is an important part of everyday interaction and most often the first impression of a person based on his or her ability to speak fluently and comprehensively. Discussion is one of the methods which can be used to teach speaking. According to Jones (1994:1) “discussion is an activity in which people talk together in order to share information about a topic or problem or to seek possible available evidence or a solution”. Discussion is one of the way people can improve their speaking ability with talk to each other. It is means to make students active to communicate with others then they can learn second language not intentionally. The student ought to build their critical thinking and being brave to say what in their main. The aims of the discussion based on Brookfield (2006:2) are to develop critical, informed understanding, enhance self-critique, foster appreciation for diverse views, and help people take informed action. Previous studies have studied about method of teaching speaking, for example Nugroho (2011) used animated video, Chandra (2008) used language game for teaching speaking, Hanim (2011) used U-shape seating arrangement for teaching speaking, Awaliaturrahmawati (2012) used outdoor activities to increase speaking skill, Hartati 272 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 273 (2012) used games to improve students speaking skill, Ristyawati (2012) used telling short story to improve students speaking skill, Wijayani (2012) used stimulation to improve students speaking skill, Salam (2011) used Role –Play to improve students speaking skill, and Sulistyatini (2011) used semantic mapping to improve students speaking skill. Nevertheless research on the use of discussion has never been studied before, therefore this study to fill the gap. B. Literary Review 1. Speaking Skill Tarigan (1990:15) states that “speaking is ability to produced articulation sounds or sentences that express an idea or feeling”. Based on his theory speaking is the device to communicate ideas arranged and developed depending on listener needed. Then, Hurlock (1998:176) states that “speaking is language form that used articulation or sentences that used for delivered mean of the idea”. He defines that the idea of speaking is the effective one for communication, broader, and the important one. Hurlock (1998:176) speaking not only engages coordination between the different voice muscle mechanisms, but also has a mental aspect which is a capability to catch the meaning and the sound produced. According to Tarigan (1990:15) the goal of the speaking is “communication”. For the effectiveness to deliver the meaning of the idea then both the speaker and the listener ought to understand the idea of the conversation. There are many aspects of speaking skill there are utterance, Vocabulary, grammar, content and meaning, and pronunciation. 2. Notion of Discussion According to Jones (1994:1) “discussion is an activity in which people talk together in order to share information about a topic or problem or to seek possible available evidence for solution”. Arends (2008:74) states that “discussion is to engage in verbal interchange and to express thought on particular subjects”. Tarigan (1985:36) states that “discussion is one of the methods that solve the problems through think group, cooperation, and steps”. Brookfield (2006:2) states that “discussion is discipline and focused exploration of mutual concerns but with no end point predetermined in advance”. According to Jones (1996:1) there are types of discussion; a. The whole-class Discussion is the type generally referred to when facilitators employ the discussion method. The facilitator simply leads an informal discussion involving the class as a whole. The facilitator, as the director of the discussion, asks questions, clarifies student comments, and makes tentative summaries to help students achieve understanding of the topic. b. Debate is generally used in the classroom as a small- group technique, with a small number of students teamed on either side of an issue. Each team is given a specific amount of time to present its "side" of the issue. The members can alternate presentations and often are identified as "pro" and "con" with respect to the issue. Rebuttals of specific time duration then follow the presentations. Upon conclusion of the debate, the facilitator can enter into a whole-class discussion on the issue. c. Position Reversal Debate is similar to debate, except both groups are required to take notes on the other team 's "position presentation." Teams then switch positions and debate the other point of view using the notes. They then work on solving the problem that started the debate utilizing vantage points from both points of view. This discussion format helps students develop conflict resolution, problem solving, and consensus building skills. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 274 3. Previous Study There have been some previous studies on method of teaching speaking; Nugroho (2011) had conducted a research on the use of Animated video to improve speaking skill. He found that the animated video could improve the students’ speaking skill especially in using grammar, using the appropriate vocabulary, and pronouncing the words correctly. Candra (2008) had conducted a research on the use of Language Games in teaching speaking skill. Her research shows that most of the students of the English as a Foreign Language are quite difficult to improve their English speaking ability since they are accustomed to use their native language in their daily life. Although many previous study studied on methods of teaching speaking, nevertheless research on the use of discussion has never been studied before, therefore this study to fill the gap. C. Research Method The writer used collaborative method. A collaborative method is the method that the researcher makes collaboration with the teacher for teaching lessons. Katz and Martin (1997: 1) state that “research collaboration” could be defined as the working together of researchers to achieve the common goal of producing new scientific knowledge”. Then, both researcher and the teacher are working together to achieve the goal. The data of this research taken from the result of pre-test and post test. Technique of collecting data, the researcher used instrument namely: observation, interview and documentation. The steps in analyzing the data as follows: 1. Observing the process of teaching learning before used the discussion method in teaching speaking in grade XI of SMA Muhammadiyah 5 Jaten 2. Discussing the process of the discussion method in teaching learning process in grade XI of SMA Muhammadiyah 5 Jaten 3. Collecting the data from the observation of teching learning process and interview the teacher and the student 4. Classify the data from observation and interview at SMA Muhammadiyah 5 Jaten 5. Discussing the finding of the research 6. Drawing conclusion and giving suggestion from the research D. Findings and Discussion In this research the researcher found the students’ pronounciation and fluency increased significantly. In this research the researcher used discussion in the form of debate for her method of teaching speaking. The following is the model used by the researcher: Government 1 (Argument) 2 (Answer) 3 (Question) So on Opposite 1 (Argument) 2 (Question) 3 (Answer) So on The researcher divided the class into two groups government and opposite. After that the teacher gave the students the issue for debate, the researcher gave them ten minutes for building case. After finishing building case the researcher asked government team to deliver their argument, then it was continued by opposite team argument and their Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 275 question. Next, the government team answered the opposite question and so on. Every student have chance to deliver their argument, question or answer. Then, they have to drill their speaking ability in discussion session. Not all students speak only few of them. Just the speaker could measure their speaking abilty. The researcher solved this problem by giving direction to the students to organize their teams such as some of them delivered arguments, some of them asked question, and some of them answered the questions. The implementation of the discussion method was conducted in three cycle and eight meetings. The researcher used discussion as her method in teaching speaking. The researcher showed the increasing students’ speaking ability in the diagram bellow: The diagram shows that the average scores were pre-test (37,6), post-test 1 (45,6), post-test 2 (53), post-test 3 (66,15) and final test (63). The diagram above shows the effectiveness of discussion method implemented in speaking class. The students increased their speaking ability rapidly. It is supported by the result of the questionare. It is shows 96,15% students agreed to apply discussion as their method for learning English. The result of the graphics above showed that teaching speaking using discussion method was effective because it could improve students speaking ability. The students could learn from her/his friends and solve the problems by discussion. Then, the teacher was not as the main source of the materials but her/his friends. The students who had the background knowledge tried to explain to their friends. Although, the students still made errors in pronouncing some words such as: [s] cell phone, [] study, [aI] mobile, [e] lesson, and [ɝː] disturb, the researcher also showed students’ errors as follows: Students Number 1 2 3 4 5 6 7 8 9 10 11 Pre –Test Silent [ə] [ʌ] [i] [e] Absent [t] Absent [e] [aɪ] Final –Test [ŋ] [aɪ] [e] Absent [aɪ] 276 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 Silent [t] [t] [s] [ə] [ɜː] [z] Silent Absent [ŋ] [ʌ] [ʊ] [ɜː] [e] Absent Absent Absent The student improvement showed not only from their pronunciation but also from their fluency. In pre test the researcher used theme of discussion should not bring mobile phone to the school in the class in discussion session. The researchers choose this theme because this theme is the hot issue in that school. Then they used it for discussion in the pre and post test. Here are the example of student discussion with the theme should not bring mobile phone to the school in pre and final test: Name Devi Anggraini Pre Test “I am agree because very disturb teaching learning, can make student lazy” Istiqomah “I am agree because disturb teaching learning process better teaching...” Jantung Nawang Did not say anything Aliffunny Pusparirin “I am agree because because disturb the study. I hope the students pay attention the teacher and study process” Final Test “In my opinion I am agree with the case, because can lose students concentration in study, to hit school discipline, make students be lazy to study. I think better should not bring mobile phone to the school. In other not disturb students achievement in study “ “In my opinion I am agree with the case, because if students bring mobile phone to the school of course will effected playing mobile phone and not study, I think better school should not give permission to bring mobile phone to the school” “I am agree with it. Because if we bring mobile phone to the school can disturb teaching learning and maybe they will use mobile phone for something not useful, for example: send message, facebook or etc. I think better if we not bring mobile phone to the school, so we can more focus in teaching learning process.” “I am agree because bring mobile phone to the school students can play games and disturb teaching learning process. I think better should not bring mobile phone at school or off it and save it in the Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 277 home, then the students can focus in study” After several treatments the students were more quickly memorized sentences they wrote. Because they had been familiar with the vocabularies they could memorize faster in post test than before in pre test. Based on the result of research, discussion had advantage and disadvantage. There were some advantages of discussion; (1) it gave entire class opportunity to deliver their idea, (2) the students could drill the target language; (3) discussion could stimulate critical thinking, (4) discussion involved the whole class, and (5) the students solved the problem as teamwork. There were some disadvantages of discussion; (1) just problematic materials could be used, (2) some of them depend on with clever students, (3) many students may dominated the discussion, (4) the class moved slowly, and (5) discussion took long time. E. Conclusion Teaching speaking by using discussion method can improve students’ speaking ability by drilling them in argument, question and answer. It can be seen from their increasing average from pre-test till final test. By teaching speaking using discussion the students were more active, and it increased student enthusiasm, and made them think critically. BIBLIOGRAPHY Awaliaturrahmawati, Dewi .2012. Increasing Students’ Speaking Ability Using Outdoor Activities At The Seventh Year Of SMP PGRI 13 Gondangrejo In 2011/2012 Academic Year. Skripsi thesis, Universitas Muhammadiyah Surakarta. Arikunto, Suharsimi. 1998. Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta: Rineka cipta Arends, R.I. (2008). Learning to Teach. McGraw-Hill Higher Education Brookfield, Stephen. 2006. Discussion as Away of Teaching. USA. Stepehen Brookfield Candra, Noor Eka. 2008. Teahing Speaking Skill through Language Games. Skripsi thesis. UNLAM Banjarmasin Fauziati, Endang, 2009. Introduction to Methods and Approaches in Second or Foreign language Teaching. Surakarta: Muhammadiyah University Press. Fauziati, Endang, 2010. Teaching English as a Foreign Language (TEFL) . Surakarta: Muhammadiyah University Press. Gall, Meredith Damien and Maxwell Gillet. 2001. The discussion method in classroom teaching. Autralia: copyright 2001 Hurlock, Elizabeth B. 1998. Perkembangan Anak. Jilid 1. Jakarta: penerbit Erlangga Hornby. 1995.Definition of Speaking skill .New York: publisher. 278 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 Hartati, Sih Minarsi .2012. Improving Students’ Speaking Competence By Using Games For The Second Grade Students Of Sma Al Islam 1 Surakarta Academic Year 2008/2009. Thesis thesis, Universitas Muhammadiyah Surakarta. Jones. 1996. Discussion. The expert educator, 1 (1-4) Khomarudin, Mohamad. 2012. A Descriptive Study Speaking Teaching-Learning Process at the Second Year of SMA N 2 Sukoharjo. Unpublished Research Paper. Surakarta: Muhammadiyah University of Surakarta. Katz, J. S., & Martin, B. R. (1997). What is research collaboration? Research Policy, 26, 1–18. Kartono, Kartini, 1990. Pengantar Metodologi Riset Sosial. Bandung: Manda Maju. Kerap, gories. 1991. Tata Bahasa Indonesia. Jakarta: Nusantara Nugroho, Aris sulistyo. 2011. Improving Students’ Speaking Skill By Using Animated Videos (An Action Research at the First Year of SMP N 15 Surakarta in the 2010/2011 Academic Year). Skripsi thesis. Sebelas Maret university Ristyawati, Dhiana .2012. Increasing Student's Speaking By Telling Short Story At The First Year Of SMP N 2 Bendosari Sukoharjo in 2011/2012 Academic Year. Skripsi thesis, Universitas Muhammadiyah Surakarta. Sajjad, Shahida. 2012. Effective Teaching Methods At Higher Education Level. Thesis. University of karachy Pakistan Salam, Afdhalus .2011. Improving Students Speaking Ability By Using Role-Play (A Classroom Action Research At The Sixth Grade Of Sdn 01 Karangturi-Lasem). Skripsi thesis, Universitas Muhammadiyah Surakarta. Sulistyantini, Sri Esti .2011. Improving Students’ Speaking Skill Through Semantic Mapping (A Classroom Action Research of the Tenth Grade Students in SMK Negeri 2 Karanganyar in the Academic Year 2009 / 2010). Skripsi thesis, UMS. Sugiyono. 2012. Statistika Untuk Penelitian. Bandung: Alfabeta Tarigan. 1985. Prinsip-Prinsip Dasar Sastra. Bandung: PT Aksara Tarigan, Hendry Guntur. 1985. Berbicara Sebagai Suatu Keterampilan Berbahasa. Bandung: Angkasa Tarigan, Hendri Guntur. 1990. Berbicara Sebagai Suatu KeterampiloanBerbahasa. Bandung: Angkasa Tarigan, Hendri Guntur. 1991. Metodologi Pengajaran Bahasa. Edisi 1. Bandung: Penerbit angkasa Welty, William M. 1989. Discussion Method Teaching: a Practical Guide. Nebraska Licoln: digitalcommons@university of Nebraska Licoln Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 279 Wijayani A.N.R , Arifah .2012. Improving Students’ Speaking Competence Through Simulation in SMA Al Islam 1 Surakarta Academic Year 2009/2010. Thesis thesis, Universitas Muhammadiyah Surakarta. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 THE FUCNCTION OF HEDGING DEVICES USED IN “ROOM FOR DEBATE” POSTED IN NEW YORK TIMES ONLINE WEBSITE Risti Yani Rahmawati ([email protected]) 085727288623 MAGISTER OF LANGUAGE STUDIES ENGLISH LANGUAGE TEACHING MUHAMMADIYAH UNIVERSITY OF SURAKARTA Jl. A.Yani Tromol Pos 1, Pabelan, Kartasura, Jawa Tengah Abstract According to Hyland (1998), hedging is the mean by which writers can present a proposition as an opinion rather than a fact: items are only hedges in their epistemic sense, and only when they mark uncertainty. Hedges can be either lexical (e.g.: assume, may, possible) or structural (e.g. passive form) devices through which writers can show their uncertainty towards the proposition. This study attempts to examine the types and frequencies of hedging devices used in “Room for Debate” posted in New York Times online website. Further, this study was conducted to investigate the possible functions of hedging devices in “Room for Debate”. This research was conducted by using qualitative method. The data consists of 150 opinion articles posted in the New York Times, particularly in “Room for Debate” representing six disciplines including business, economy, politic, environment, health, and technology. The total numbers of words of the six sections were 55,015. The data were obtained by using documentation by collecting and selecting articles posted in the New York Times, especially in “Room for Debate” during the recent five years (2012-2015). Afterward, the data were analyzed in accordance with surface features taxonomy and poly-pragmatic model from Hyland (1998). According to this model, analysis of hedging in writing involves coding, identifying, classifying, analyzing, describing and concluding. The result shows that the total number of hedges found in the news articles of “Room for Debate” posted on New York Times is 978. The writers of this column were inclined to use modal auxiliary as one form of hedges with the frequency of 413 (42.2%). The next considerable type of hedges found in this column is the category of epistemic adverbs with the total of 186 (19%) followed by epistemic lexical verbs 140 (14.3%) and hedging numerical data 83 (8.5%). Epistemic adjectives, passive constructions and hypothetical condition have quite similar number in the column, that is 43 (4.4%), 55 (5.5%) and 48 (5%). On the other hand, the writers of “Room for Debate” seem to reluctantly use epistemic noun, direct questions, and reference to limited knowledge for each of them appears less than 1%. The study also revealed that hedging used in “Room for Debate” performs three pragmatic functions. These are accuracy-oriented hedge that help the writer to present the proposition or statement with greater precision. Meanwhile, the use of writer-oriented hedge is for reducing the writer’s commitment to statement and avoiding personal responsibility for propositional truth. The reader-oriented hedge allows the writer to invite the reader’s involvement and personalize the information in the proposition. Keyword: Hedging, New York Times, Poly-pragmatic Model INTRODUCTION A. Background of the Study Hedging has acquired considerable scholarly attention in recent years in relation to linguistics studies. In general, hedging has shown to be an essential element of different genres such as research articles (Hyland, 1998, 1999), advertisements 280 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 281 (Fuertes-Olivera et al., 2001) as well as newspaper opinion articles (Dafouz, 2003, 2008) and editorials (Abdollahzadeh, 2007). Hedging shows the degree of tentativeness, possibility and/or politeness that writers use in their texts. According to Camiciottoli (2003: 9), hedges help writers to present information in a clear, convincing and interesting way to promote acceptance and understanding, as well as reader-writer solidarity. Hedges can act as persuasive devices to affect and influence the reader’s reactions to texts according to the values and established rules and conventions of a discourse community. Considering the significant of hedges, there are a large number of studies have been conducted to investigate this phenomenon in academic and scientific discourse. As evidence, the majority of studies on hedging are found to be concerned with academic writing, particularly with research articles genre across different disciplines and different languages (Salager-Meyer, 1994; Meyer, 1997; Skelton, 1997; Namsaraev, 1997; Crompton, 1997; Hyland, 1994; 1996; 1998; Vartala, 2001; Lewin, 2005; Vold, 2006; Falahati, 2007; Martin, 2008; Vasquez & Giner, 2008). Hedging has also been studied in genres even like architecture project descriptions (Cabanes, 2007) and legal discourse (Vass, 2004). However surprisingly little attention has been given to the newspaper genre, whilst this genre can be considered as “some of the most adequate examples of persuasive writing” (Connor, 1996 cited in Dafouz-Milne, 2008), where writers should be concerned about the choice of appropriate language to convey the information as clearly an accurately as possible, and what is more important to achieve readers’ attention and trust. It is quite noticeable that there is another important news source in the newspaper which is called “Room for Debate” containing opinion articles from experts covered in the form of written debate. New York Times is one of the newspapers which provide this column. In fact, the study on the use of hedges in “Room for Debate” is still limited since not all newspaper provides this column and this requires more studies to be conducted. Thus, the purpose of the present study is to investigate the hedging devices used in “Room for Debate” posted in New York Times online website. In this study, the writer focuses on the types and frequencies of hedge used in articles from group debate in six topics including business, economy, politic, environment, health, and technology. Further, this study will be conducted to find out the possible functions of hedging devices in “Room for Debate” published on New York Times online website. B. Limitation of the Study This study attempts to investigate the types and frequencies of hedging devices used in “Room for Debate” posted in New York Times online website in the section of politic, economic, business, environment, health and technology. Further, this study is conducted to find out the possible functions of hedging devices in “Room for Debate” published on New York Times online website. C. Problem Statement The present study attempts to address the following research questions: 1. What are the forms and frequencies of hedging devices used in “Room for Debate” posted on New York Times online website? 2. What are the possible functions of hedging devices in “Room for Debate” posted on New York Times online website? D. Objective of the Study In accordance with the background and the research questions, the following are the objectives of the study: 1. To describe the forms and frequencies of hedging devices used in “Room for Debate” articles posted on New York Times online website. 2. To describe the possible functions of hedging devices in “Room for Debate” articles posted on New York Times online website. 282 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 3. E. Benefit of the Study The benefits of the study are as follows: 1. Theoretical Benefit The result of the study is expected to provide additional information about the forms of hedging devices used in online newspaper. 2. Practical Benefit a. The implications of this study will be useful for English for Specific Purpose (ESP) developers, English for Academic Purpose (EAP) developers to teach hedges in writing and reading comprehension activities about particular topics. b. This study can help Indonesia writers and readers to acquire a better knowledge on the use of hedges in newspaper discourses. LITERATURE REVIEW A. Historical Background of Hedging In the field of hedging studies, there is still little clarity and agreement as to what counts as a hedge. In different studies hedges are defined differently, which reflects the difficulty of determining what exactly the hedge is. In the brief history of linguistics, based on Hyland (1998: 1), the term “hedge” was introduced by Lakoff (1972) who defines a hedge as a word “whose job is to make things fuzzier or less fussy”. The definition of hedges is expanded and enriched by many scholars later. Brown and Levinson (1987: 145) state that a hedge is “a particle, word or phrase that modifies the degree of membership of a predicate or a noun phrase in a set”, which is a supplement to Lakoff’s definition. Hyland (1996a: 437) argued that hedging devices “ do not fit into a neat scheme of discrete categories which allows one meaning to be clearly distinguished from others”, moreover assigning specific meaning exclusively to particular forms is not always possible. The reason for this difficulty is that “hedging devices may convey a range of meanings for particular users in particular contexts” (Hyland, 1998:156). Due to the poly-pragmatic nature of hedging devices, which can cover an array of purposes such as “weakens force of statement, contains modal expressions, and expresses deference, signal uncertainty, and so on” (Hyland, 1998:103). Hyland (1998) developed a fuzzy category model for hedging devices, which allows more than a single unequivocal pragmatic interpretation of hedges and overlap of usage. B. Hedging Functions in Poly-Pragmatic Model Due to the poly-semous and poly-pragmatic nature of hedging devices, Hyland confirms that assigning specific meanings exclusively to particular forms is not possible. According to this model, hedges can cover an array of purposes such as "weakens force of statements, contains modal expressions, as well as expresses deference, signals uncertainty, and so on" (Hyland: 160). Hyland by proposing this scheme tries to capture the multi-functional nature of the hedges which enables them to have a range of meanings at the same time. Figure 2.1: A model of scientific hedging (Hyland, 1998: 156) Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 283 As can be seen, Hyland (1998: 156) divided hedging devices in two main categories: content-oriented hedges and reader-oriented devices. According to Hyland (1998: 162) content-oriented hedges “serve to mitigate the relationship between propositional content and a non-linguistics mental representation of reality; they hedge the correspondence between what the writer says about the world and what the world is thought to be like”. Content-oriented hedges further subdivided into accuracyoriented hedges and writer oriented hedges. The accuracy-oriented hedges refer to “writer’s desire to express proposition with greater precision” which are further divided into attribute and reliability hedges. Based on Hyland (1998: 164) the first subtype of the accuracy oriented hedges, attribute hedges, help writers to specify more accurately” how far their results approximate to an idealized state and the second subtype, reliability hedges, indicate the amount of writer’s certainty or uncertainty in a proposition. Furthermore, Hyland (1998: 170) defined the second category of contentoriented hedges is writer-oriented hedges, which are often associated with higher level claim than accuracy-oriented ones”. While accuracy-oriented hedges are propositionfocused and writer-oriented hedges are writer-focused and “aim to shield the writer from the possible consequences of negotiability by limiting personal commitment”. Based on Hyland (1998: 171), the most distinctive characteristics of writer-oriented hedged is the absence of writer agentivity, so the common means of expressing this type of hedge are passive constructions, ‘abstract rhetors’, epistemic lexical verbs with judgmental and evidential meaning, attribution to the source of claim. This category of hedges “helps minimize writers’ personal involvement and allows them to maintain a distance from a proposition” (Hyland, 1998: 171). Along with accuracy-oriented and writer-oriented hedges, Hyland (1998) distinguished reader-oriented category of hedges. The main distinction between these categories is the reader-oriented hedges mostly deal with the interpersonal interaction between readers and writers. Hyland (1998: 182) considered personal attribution and reference marked by pronouns such as I, we, my, our as the main indicators of readeroriented hedges. By using these markers, authors show that the propositions stated are their “personal opinion, allowing the readers to choose the more persuasive explanation” and have their own judgment (Hyland, 1998: 182). RESEARCH METHOD A. Research Type This research is conducted by using qualitative method. According to Fraenkel and Wallen (2000), the qualitative research approach seeks to explore and understand people’s beliefs, experiences, attitudes, behaviours, and interactions, the goal of which “is to understand the process and character of social life and to arrive at meaning types, characteristics, and organizational aspects of documents as social products in their own right, as well as what they claim to represent” (Altheide, 1996: 42). This approach is particularly relevant in the present study because the researcher sought to investigate and understand the underlying motivations (i.e. discourse functions) of the use of the hedges in articles collected from “Room for Debate” in New York Times website. B. Research Object The research object of this study is 150 opinion articles posted in the influential and prestigious newspaper in the United States, New York Times, particularly in “Room for Debate”. In addition, their opinion articles cover 6 varieties of topics that include business (abbreviated as Bsn), economy (Ec), politic (Polit), environment (Env), health (Hlt), and technology (Tech). Each topic consists of 25 opinion articles which are from 5 groups of debate. In other words, there are 5 opinion articles in each group. 284 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 The articles will be selected randomly from “Room for Debate" published in New York Times during the recent five years (2012-2015). The following table provides the distribution of length of the article in words across disciplines. Table 3.1 Topic Length Business 8.812 Economy 10.325 Politic 9.480 Environment 8.647 Health 9.337 Technology 8.414 Total 55015 C. Technique of Collecting Data To carry out the present study, the writer uses the documentation for collecting the data. The following are the steps for collecting the data: a. Logging in to the New York Times online website. b. Collecting 200 articles from the online archives of “Room for Debate” in the New York Times online website based on the chosen topics that will be analyzed. In this case, the writer chooses 6 topics that include business (abbreviated as Bsn), economy (Ec), politic (Polit), environment (Env), health (Hlt), and technology (Tech). c. Saving all the texts into the computer to form a database of corpora. d. Choosing 150 articles for the analysis after checking and controlling the topics and the length of articles. D. Technique of Analyzing Data One of the main objectives of the present study is to identify and classify the form of hedging devices used in “Room for Debate” in New York Times online website. Another aim is to analyze the functions of identified hedges. In order to achieve these objectives, the present study bases on theoretical framework proposed by Hyland (1998: 99). According to this model, analysis of hedging in writing involves the following levels of linguistics description and inquiry: 1. Quantitative surface-level analysis of hedges employed in the particular genre. 2. Pragmatic analysis of their functions (Hyland, 1998: 99) The purpose of quantitative analysis is to characterize the extent of hedging and its major forms in a representative sample of texts, while pragmatic analysis seeks to identify the purposes served by items in particular cases. FINDING AND DISCUSSION A. The Forms and Frequencies of Hedging Devices Used in ‘Room for Debate’ Posted on New York Times Online Websites The form of hedges analysis in this study refers to the ten types of hedges composed by Hyland (1998). Those ten categories are called surface features taxonomy. Essentially, the findings of the present study strongly indicates that news articles in “Room for Debate” published in New York Time online website employs ten types of hedges that can be seen through the following table. Table 4.1 The Types and Frequency of Hedging Devices Hedging Forms Modal Auxiliaries Hedging Numerical Data Epistemic Bsn 57 Eco 81 Polit 53 Env 70 Hlt 96 Tech 56 Total 413 % 42,2% 15 10 13 17 22 6 83 8,5% 30 27 28 17 20 18 140 14,3% Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 285 Lexical Verbs Epistemic Adjectives Epistemic Adverbs Epistemic Noun Hypothetical condition Direct Question Reference to limited knowledge Passive constructions ∑ % 7 6 6 6 12 6 43 4,4% 36 32 40 16 40 22 186 19% None 6 None 6 None 10 1 3 1 7 None 16 2 48 0,21% 5% None None None None 1 None None None 3 2 1 1 5 3 0,5% 0,3% 4 15 12 10 12 2 55 5,5% 155 15.8% 177 18.1% 163 16.7% 140 14.3% 215 22% 128 13.1% 978 100% 100% The result shows that the total number of hedges found in the news articles of “Room for Debate” posted on New York Times is 978. The writers of this column are inclined to use modal auxiliary as one form of hedges with the frequency of 413 (42.2%). The next considerable type of hedges found in this column is the category of epistemic adverbs with the total of 186 (19%) followed by epistemic lexical verbs 140 (14.3%) and hedging numerical data 83 (8.5%). Epistemic adjectives, passive constructions and hypothetical condition have quite similar number in the column, that is 43 (4.4%), 55 (5.5%) and 48 (5%). On the other hand, the writers of “Room for Debate” seem to reluctantly use epistemic noun, direct questions, and reference to limited knowledge for each of them appears less than 1%. B. The Possible Functions of Hedging Devices in “Room for Debate” Posted on New York Times Online Website The pragmatic analysis was carried out to identify the possible functions of hedging devices which was in accordance with the adapted classification from an approach, namely Hyland’s (1998) poly-pragmatic model of hedging functions. The resulting working classification recognized three functional types of hedges that will be discussed more in detail in the following. 1. Accuracy-Oriented Hedges As has already been noted, this functional strategy is concerned primarily with “writer’s desire to express proposition with greater precision” (Hyland, (1998: 162). The category of accuracy-oriented hedge shows some interesting finding. The principal forms used for this are for instances certain kinds of attribute type and reliability type. Attribute hedges help writers to specify more accurately how far their results “approximate to an idealized state” (Hyland, 1998: 164). This hedge has contribution for emphasizing what the writer’s believe to be correct. (1) Furthermore, movements of big lobsters make them more likely to be in the “right place” to avoid adverse conditions, including unfavorably warm waters; better able to reseed areas where stocks have been depleted. (Env, 604) Some items in this relatively small class of adverbs therefore indicate that a generalization is being made (Quirk et al, 1972:509) and therefore hedge the accompanying statement: (2) Although prescription drugs are heavily marketed, the F.D.A. generally requires that ads disclose side effects. (Hlt, 810) Quirk et al (ibid: 452f) refer to a category of intensifying adjuncts they call ‘downtoners’ which have a “lowering effect on the force of the modified verb”. The purpose of downtoners in formal academic prose is to restrict the meanings and reduce 286 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 the qualitative and emotive implications of verbs, adjectives, and abstract nouns (Hyland, 1998: 135). (3) Preventing death is usually desirable, and we have institutions and professions to serve that purpose.(Hlt, 815) The underlined words show that the writers tend to modify the assertions that they make by toning down uncertain or potentially risky claims. Epistemic adjectives serve to reduce the writer’s categorical commitment, the inclusion of consistent with as a hedge being confirmed by a contrast with prove: (4) The odds are, then, that we’ll end up with a vague textual guarantee. But a vague textual guarantee is unlikely to persuade judges to mandate large-scale reform given their cautious nature. (Polit, 430) 2. Writer-Oriented Hedges Hyland (1998: 170) defined the second category of content-oriented hedges is writer-oriented hedges, which are often associated with higher level claim than accuracyoriented ones”. While accuracy-oriented hedges are proposition-focused and writeroriented hedges are writer-focused and “aim to protect the writer from the possible of negative consequences by limiting personal commitment”. Based on Hyland (1998: 171), the most distinctive characteristics of writeroriented hedged is the absence of writer agentivity, so the common means of expressing this type of hedge are passive constructions, ‘abstract rhetors’, epistemic lexical verbs with judgmental and evidential meaning, attribution to the source of claim. This category of hedges “helps minimize writers’ personal involvement and allows them to maintain a distance from a proposition”. (5) Historic records at the Municipal Archives indicate that New York City ran out of burial space during the Great Depression. (Env, 591) The writers also need to protect themselves against the hazardous consequences of overstatement. Hedges here help writers avoid personal responsibility for statements in order to protect their reputations and limit the damage which may result from categorical commitments. One way writers achieve this is to employ evaluative that structures with modal devices and non-agentive subjects (Hyland, 2005). Most commonly this involves use of ‘abstract rhetors’ like the following: (6) Studies show that when inmates are more connected to family members on the outside, they create fewer problems on the inside. (Tech, 925) Here, hedges are an important mean for anticipating a reader’s possible refusal of a proposition and for presenting claims with precision and caution: (7) It seems inevitable that video visitation will become a part of more correctional facilities.(Tech, 927) According to Hyland (1998), the writer’s main motivation for using writeroriented hedges is to make a shield for the self against any probable falsification of the proposition. This is achieved through writers minimizing their involvement in the proposition and keeping a distance from it. 3. Reader-Oriented Hedges The reader-oriented hedges mostly deal with the interpersonal interaction between readers and writers. They make the readers involved in a dialogue and address them as thoughtful individuals who respond to and judge the truth value of the proposition made as the following instances: Within the judgement subset, speculative verbs indicate there is some supposition about the truth of proposition. It comprises mainly conventional “performative verbs” (cf. Perkins, 1983:94; Brown, 1992) which perform, rather than describe, the acts they label: (8) To aid--and profit off of--those stymied by decision, I predict "programming tastemakers," trusted figures who create TV playlists, not unlike a radio D.J. (Tech, 923) The second types of judgments derive more obviously from inferential reasoning or theoretical calculation than from speculation and are presented as deductions or conclusions: Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 287 (9) To end these great inequalities, we've proposed a constitutional amendment to give Americans an affirmative right to vote and empower Congress to protect that right. ( Polit,417) Questions, as exemplified below, signal an important unresolved issue or the tentativeness of a solution, but also they genuinely seek a response. In so doing, they involve the reader more closely in the research and convey the communality of the scientific quest (Hyland, 1998). (10) Would the simplified genius of announcing tandems like John Madden and the late Pat Summerall become lost in the technology to a younger fan base unappreciative of historical analysis? (Tech, 976) C. Conclusion The overall results of the present study have shown that hedging phenomenon is not merely used in academic or scientific discourse that has already been indicated by numerous studies, but it also present in other genres, particularly in the online newspaper. In this case, the hedging devices are used in “Room for Debate” on New York Times which is regarded to be well-established and respectable newspaper. The result shows that the total number of hedges found in the news articles of “Room for Debate” posted on New York Times is 978. The writers of this column are inclined to use modal auxiliary as one form of hedges with the frequency of 413 (42.2%). The next considerable type of hedges found in this column is the category of epistemic adverbs with the total of 186 (19%) followed by epistemic lexical verbs 140 (14.3%) and hedging numerical data 83 (8.5%). Epistemic adjectives, passive constructions and hypothetical condition have quite similar number in the column, that is 43 (4.4%), 55 (5.5%) and 48 (5%). On the other hand, the writers of “Room for Debate” seem to reluctantly use epistemic noun, direct questions, and reference to limited knowledge for each of them appears less than 1%. As regard, it can be said that modal auxiliaries do not only becomes the most commonly hedge used, but these become an important type of hedge in news article as well. Moreover, the finding shows that hedges are becoming the main features in news articles since the writers in every discipline used these epistemic devices in conveying their proposition. Essentially, the finding reflects the fact that news article express three main functions of hedging devices, as follows: 1. Accuracy-oriented hedges These are used to help the writer to present the proposition or statement with greater precision. These accuracy hedges are classified into two types, such as attribute hedges that have function to specify how far a term accurately describes the reported phenomena whereas reliability hedges are enable the writer to state the her/his assessment of the certainty of the truth of the proposition. 2. Writer-oriented hedges It is functioned to reduce the writer’s commitment to statement and avoid personal responsibility for propositional truth. In other words, it is for showing a lack of full commitment to the propositional content. 3. Reader-oriented hedges This allows the writer to invite the reader’s involvement and personalize the information in the proposition. BIBLIOGRAPHY Altheide, D. L. (1996). Qualitative Media Analysis. Newbury Park, CA: Sage. Brown, P. and Levinson, S. (1987). Politeness. Some Universals in Language Usage.Cambridge: Cambridge University Press. Buitkene, J. (2008). Hedging in Newspaper Discourse. Zmogus ir Zodis, Vol. 10. No.3, 11- 15. 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Hedging in Russian Academic Writing in Sociological Texts. In R. Markkanen & H. Schroder (Eds.), Hedging and Discourse: Approaches to the Analysis of a Pragmatic Phenomenon in Academic Texts. (64-81). Berlin/ New York: de Gruyter. Neary, Colleen & Sundquist . (2013). The Use of Hedges in the Speech of ESL Learners. Estudios de Lingüística Inglesa Aplicada, Vol. 13, 149-174. Noorian, M., & Biria, R. (2010). Interpersonal Metadiscourse in Persuasive Journalism: A Study of Texts by American and Iranian Columnists. Journal of Modern Languages, Vol. 20, 6479. Poveda Cabanes, P.(2007). A Contrastive Analysis of Hedging in English and Spanish Architecture Project Descriptions. Spanish Journal of Applied Linguistics. Vol.20. 139-158. Salvager – Meyer, F. (1994). Hedges and Textual Communicative Function in Medical Written Discourse. English for Specific Purposes, Vol. 13, No. 2, 149- 171. Salager-Meyer, F. (1997). I think that perhaps you should: a study of hedges in written scientific discourse. In T. Miller (Ed.), Functional approaches to written text: Classroom applications (105-118). Washington, DC: United States Information Agency. Skelton, J. (1988). The Care and Maintenance of Hedges. ELT Journal, Vol. 42 No. 1, 37-43. Retrieved on October, 4, 2015, from http://eltj.oxfordjournals.org/content/42/1/. Vass, H. (2004). Socio-Cognitive Aspects of Hedging in Two Legal Discourse Genres. IBERICA, Vol. 7, 125-141. Retrieved on October 01, 2015, from http:///www.aelfe.org. Vasquez, I., & Giner, D. (2008). Beyond Mood and Modality. Epistemic Modality Markers as Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 289 Hedges in Research Articles. A Cross Disciplinary Study. Revista Alicantina de Studios Ingless, Vol.21, 171-190. Retrieved on September, 15, 2015, from http://rua.ua.es/dspace/bitstream/10045/10401/1/RAEI_21_10.pdf. Vold, E.T. (2006). Epistemic Modality Markers in Research Articles: A Cross-Linguistics and Cross Disciplinary Study. International Journal of Applied Linguistics, Vol.16, No.1, 6187. Retrieved on September, 20, 2015, from http://onlinelibrary.wiley.com./ Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 Al-Qalb in the Holy Qur’an and Its Implication for Character Education Mar’atus Solihah [email protected] Magister of Language Study Program of Language, Muhammadiyah University of Surakarta Abstract This study is carried out to describe the implication of al-qalb in the holy Qur’an for character education. It is started with the explanantion of al-qalb in the Qur’anic perspective, since the Qur’an is the guidance of human life. Then, it is followed by brief dscription of character education. The research method used is descriptive qualitative by using documentation, library research, and some resources from variety references. The data is anayzed by selecting data which relates to the topic. Afterwards, the information is organized and is decided in which form should be entered in the context of analysis. And finally, the data is tested for plausibility and confirmatibility that is well-described in the conclusion and verification. The result of the research shows that al-qalb has two kinds of meaning in the context of physical and psychological. Here, al-qalb is also the main foundation of emotional, spiritual and intellecual quotient, for reason the main function of al-qalb in the human body. As a result its important role of alqalb in the human character can be figured out that character education is mainly al-qalb education. Keywords: Al-Qalb; Qur’an; Character Education 1. Introduction This study examines how the concept of al-qalb in the holy Qur’an has implication in character education. While the character education is often studied, the range of its implication with psychological aspects of human being is relatively small. The previous study are “Semantic analysis on the word Iqra’ found in the holy Qur’an Surah Al-‘Alaq” (e.g. Hasanah, 2011) and “the concept of intellect (Aql) in the Holy Qur’an gives implication forr education” (e.g. Sulistyowati, 2006). Few published studies focus on psychological aspect of human being in relation with education field. This study aims to explain the concept of a-qalb in the holy Qur’an and character education, then implication of al-qalb in Qur’anic perspectives in character education. The education becomes important issue all over the world. This discussion gives theoritical review of character education and pratically, it can be reference for the teacher to look for approach or methods in building character education in teaching and learning process with highly understanding aout al-qalb as psychological aspects of human being. 2. Background The Quran as the guidance for human beings contains teaching to guide humans to find their happiness in the world and hereafter (Qs. Al-Baqarah(2) 290 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 291 :28). It is believed because the content of the Qur’an has close relation with nature of human (fitrah). The Qur’an is the holy book for human beings in the world not only moslems but also all the humanity (Qs. An-Nahl(16) :16). The Qur’an teaching is relevant with the life since the beginning until the end of the world because it is the sources of all sciences and knowledge in the universe as said in verse al-A’raaf(7) : 52, saying: We have bestowedon them on book which we have made plain with knowledge, a guidance and a blessing to true believers. (Zayid, 1980: 110). The position of human being is the highest creature among others, that is, by making them as His vicegerent in the earth. By the role, Allah has made everything in the universe just for humans and gives them potential of knowledge about it. These potentials consist of physical and psychological aspects. Physically, Allah give perfect appearance both in figure to human as said in verse at-Thiin: 4 , saying: We created man with the most noble image. (Zayid, 1980: 456) Its function is to keep and promote the optimal growth in order to support learning human process and do the role as vicegerent in the earth. On the other hand, human also has psychological elements based on the holy Qur’an. Psychological elements of human always include al-fithrah, alqalbu, an-nafs, ar-rukh, and al-‘aql . According to Viktor Frankl, the context of psychological element itself has no religious meaning, but this dimension is the main of mankind and the sources of human’s ability and characteristic (Bastaman, 1997:53). For reason, human is union of physic, spiritual and psychological elements. It is proved by the holy Qur’an in verse al-Nahl: 78 as follows: Allah brought you out of your mothers’ wombs devoid of all knowledge, and gave you ears and eyes and hearts, so that you may give thanks. (Zayid, 1980: 196) The psychological element of human that becomes the center of personality and moral for human is al-qalbu. It determines a person in the perspective of good or bad person. In the holy Qur’an, al-qalbu is like a certain place or box of faith, love and anxiety, sad and happy, mankind and 292 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 religiousness instruction. It contains description and spiritual experiences include signs and high meaningful event with full of good-value. It has the essence of advantage and disadvantage, the essence of faith and atheism (Thoyibi, 2001:42). In the condition of the box, it can be filled or taken as said in verse al-Hijr : 47 We shall remove all hatred from their hearts, and they shall recline on couches face to face, a band of brothers.(Zayid, 1980: 188) Related to its characteristic that becomes the center of human’s personality, al-qalbu has close association with the character of human. For reason, it influences the human’s point of view toward the world and the entire phenomenon’s around it. So, character education has important role in the human life. It is an umbrella term loosely used to describe the teaching of human in a manner that will help them develop variously as well mannered and well-behaved person. The concept itself includes social and emotional learning, life skills education, critical thinking, ethical reasoning, and conflict resolution. Following the word, “teaching the heart is teaching of human character, because heart is the mirror of someone’ individuality” it can be assumed that character education will make someone to be good and wise person. For reason, its objective goodness of virtues is based on the fact that it affirms human dignity, promote the well-being and happiness of the individual, serve the common good, and define human rights and obligations. 3. Method 3.1. Object of Research There are 6.666 verse in the holy Qur’an in 30 sections. Some of them contains the word al-qalb used in varieties context, include group of verses, object and the word meaning. In the holy Qur’an, the word al-qalb is mentioned 168 times in 45 chapters and 112 verses. 3.2. Research method In this research, a qualitative descriptive method is used. Bogdan and Taylor (1972:5) define “qualitative method” as a kind of research that produces descriptive data as the result include theoretical review, people’s common perspective and unique human’s behavior. Deal with this concept, Kirk and Miller(1986:9) states that qualitative descriptive is a part of sociology which depends on observation to human’s language and human’s attitudes fundamentally. 3.3. Mehod of data collection In this research, the technique of data collection is documentation. Documentation may refer to the process of providing evidence (to document something or to the communicable material used to provide such Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 293 documentation). In addition, the writer also uses library research or study of the library (Hadi, 1981:4). 3.4. Method of data analysis Data analysis consists of three current flows activity: data reduction, data display and conclusion drawing/verification. a. Data Reduction Data reduction refers to the process of selecting, focusing, simplifying, abstracting, and transforming the data that appear in writtenup field or transcriptions. Data reduction is a form of analysis that sharpens sorts, focuses, discards, and organizes data in such a way that “final” conclusions can be drawn and verified. Qualitative data can be reduced and transformed in many ways: through selection, summaries or paraphrase and so on. b. Data Display A display is an organized, compressed assembly of information that permits conclusion drawing and action. Designing a display-deciding on the rows and columns of a matrix for qualitative data and deciding which data, in which form, should be entered in the cells-are analytic activities. c. Drawing Conclusion and Verifications From the start of data collection, the qualitative analysis is beginning to decide what thins mean-is noting regularities, patterns, explanations, possible configuration, casual flows and prepositions. Verification may be as brief as a fleeting second thought crossing the analyst’s mind during writing, with a short excursion back to the field notes, or it may be thorough and elaborate, with lengthy argumentation and review among colleagues to develop “intersubjective consensus” or with extensive efforts to replicate a finding in another data set. The meanings emerging from the data have to be tested for the plausibility, their sturdiness, their “confirmatibility”-that is, their validity. 4. Results 4.1. Character Education In The New Lexicon Webster Dictionary of the English language (1972: 164), character is the total quality of a person’s behavior, as revealed in his habits of thought and expression, his attitudes and interests, his action, and his personal philosophy of life. According to Kertajaya (2010: 3), character is a special identity of certain thing or individual. This special identity is “original” and “machine” that influence how someone acts, behave, speech and response something. Regarding Hermawan Kertajaya (2010: 3), character is a special identity of certain thing or individual. This special identity is “original” and “machine” that influence how someone acts, behave, speech and response something. Character possibly improves company or individual to reach continual development because it provides consistency, integrity and energy. Good and strong character person will have good moment to reach destination. Aa Gym (2006: 66) states that character consists of four types. First, there is weak character; such as, lazy, fear, easy to give up, etc. Second, it is strong 294 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 character; such as, brave, diligent, persistent, high spirit, etc. Third, bad character: for example, egoist, greedy, arrogant, tricky, etc. Fourth, good character: like honest, trusted, humble, etc. The main value that becomes basic of character education is well-model. As said in the holy Qur’an, human is creature with many various characters. In the broaden frame, human has two opposed-characters, good and bad. “By the soul and Him that moulded it an inspired it with (knowledge of) sin and piety: blessed shall be the man who has kept it pure, and ruined he that has corrupted it! Thamous rejected (their Apostle) in the rebellious pride when the most wicked of them broke forth.” ( Q.S.Asy-Syams: 8-10) From some definitions above, it can be concluded that character is quality or power of mental or moral, ethic or attitude of individual which is special personality that differentiate one to another. Well-character person is someone who can comprehend value and belief of society and is used as moral power in the life. Deal with The New Lexicon Webster Dictionary of the english language (1972: 298), education is instruction or training by which people (generally young) learn to develop and use their mental, moral and physical powers, the art of giving such training, a gaining of experience, either improving or harmful. Dewey (1950:89-90) defines education is a reconstruction or reorganization of experience in order to be more meaningful, so this experience is able to lead to next event. The term of education comes from Greece, Paedagogy, means a child who goes to school and come back to home with attendant. And the attendant itself is called paedogogos. In the Roman, education has term “educate” means to put out something inside. In English, education has technical word “to educate” means improve moral and teach intellectual (Noer Muhadjir, 2000: 20-21). According to George F.Kneller (1967:63), education has specific and general meaning. In general context, education is an action or experience that influences mental development, character or planning of the individual. In the specific meaning, education is process of knowledge, values and skills transformation from time to time, which is done by society through educational institution, such as schools, universities, etc. Based on some explanations above, it can be concluded that education can be defined as follows: 1) Education contains establishing personality, development of capability, or potential that needs to be extended; improvement of knowledge from illiterate to literate, and the purpose where students can actualize their selves optimally. 2) In education, there is relation between teacher and student. In this relation, both have different position and feeling, but having same expedient. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 295 Doni A. Koesoema argued that character education has begun from Greek. From this era, concept of arête from Greek people appeared, then concept of Socrates that persuades human to start step with “recognize of myself” and “illusion of truth-thinking”. In accordance with Ni’matullah in the book Character Education by Lickona (1992), character education is a education to construct individual personality through manner instruction, where the result will be reflected in the real action of person, like well-style, honest, responsible, respect, work hard, etc. There are two fundamentals of character education: a. First, paradigm that views character education in the perspective of narrow scope to moral education. In this paradigm, it is prearranged that certain character is ready to present to students. b. Second, taking a deeper look in the point of view of broader moral issues understanding. This model observes character education as pedagogy, arranging involved-person in the education world as main actor in the character building. Paradigm stares at student as agent of interpretation, comprehension and organizer that distributes the value through freedom. Character education based on the Koran and the Sunnah is investing particular character and giving motivation, so that the student can develop unique character in the life. Allowing the student to realize much potential inside their self since the beginning will build creative and tough personality to face change of time. Munir (2010: 7) states that the basic of character education is good and bad value. Good value is symbolized by Angel’s value and bad value is symbolized by devil. Human character is product of stretched and released between good value in the form of positive energy and bad value in the shape of negative energy. Positive energy consists of religious-ethic value originate from believe in Allah, meanwhile negative energy includes immoral value source from thaghut. Moral-ethic value has function as medium of purifying and generating mankind esteem. Koesoema (2007: 108-110) suggests five character education methods (in implementation at school institution), that is: a. Educating, Educate character means give comprehension for students about certain value structure, prominence (if be done), and benefit (if not be done). b. Model, Humans study more from what they see. Model occupies very important position. Teacher must have character that wants to teach earlier. A teacher is someone who is followed and imitated; students will imitate what the teacher does than what the teacher says. c. Priority orientation, Clear priority decision must be determined so that evaluation process of success or not the character education can become clear. d. Priority iplementation, Educational institution must be able to make verification how far the realization of priority in education environment through various kinds of components which present in that educational institution. 296 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 e. Reflection, means reflecting into our own self. What have been done will still separate with self-consciousness before it has not associated yet, reflected with someone’s consciousness content. Education in the perspective of Islam is a chain of steps to prepare cadres as vicegerent of Allah on the Earth, so that capable enough to set up prosperous, dynamic, harmonic and everlasting world. Overall, the purpose of character education is encouraging to “produce” good children. With good character, children will grow in well capacity and commitment to do the best in right way and having goal of life. In reference to Hidayatullah (2010: 32-38), steps of character education are as follow: a. Politeness (5-6 years old) In this phase, children are taught some character value as follow: 1) Honesty 2) Identify which is right and wrong 3) Recognizing which is good and bad 4) Find what is allowed and forbidden. b. Responsibility (7-8 years old) One of the ways to teach responsibility is commanding to do prayer (shalat) in this age. The implication is children will learn to be discipline and regular. Furthermore, it will establish their future. As consequence, children will gain knowledge in the choice of future life, decide dream, and invest faith and belief. It means that the dream will be achieved if it is based on strong faith. Faith will be realized if the best effort and high discipline are done. c. Caring (9-10 years old) After children know about responsibility, the next phase is children need to care to other, especially peer-friend. Respecting the older people and giving attention to the younger one, appreciate other’s right, cooperating with friends, etc. d. Independence (11-12 years old) “Experience is the best teacher in our life”, it means that more experiences that children have will stabilize character and guide into independency. Independence is marked by readiness to take a risk as consequences of no-obedient to the rule. This independence is also showed by attitude of children who can differentiate which one is right and wrong, no just identify. In addition, children are able to apply what is ordered and prohibited, comprehending the consequences of irregularity. e. Social participation (13 years old) In this stage, children are regarded to be ready involving in the society. There are two minimum main values that is basically needed for children, first, integrity and second, adjustment ability. 4.2. Al-qalb in the Holy Qur’an The word al-qalb is the basic form (masdar) from word qalaba means transform, move, or turn around, whereas, the word al-qalb implies heart or liver. Liver is called al-qalb because it continually beats and pumping the blood physically. In the psychology context, al-qalb is a certain spiritual Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 297 condition that always turns around in determining any decision (Baharuddin, 2004: 124). Relate this topic, Al-Ghazali (451-505 H/1059-1111 M) divide al-qalb into two types, physical (jasmani) qalb and spiritual (ruhani) qalb. Physical (jasmani) qalb is a plump of flesh placed in the inside of chest specifically left side. Meanwhile, spiritual (ruhani) qalb is a soft thing ()لطيف, rabbani and having the character of religiousness, indicating the nature of human who are able to apprehend concept, knowledge and arif. It associates with the physical heart (Rahayu, 2009: 83). The view of al-qalb is in the spiritual context and it cannot be seen, except by spiritual vision (mukasyafah). It is a place to get feeling, such as love, learning, knowledge, information, scare, faith, and goodness. Al-Jauziyyah (2005: 1-5) supposed three types of al-qalbu as follow: 1. Qolbun Shahih, is pure heart that anyone can not able to be safe in Doomsday except if he comes to Allah with it. 2. Qolbun Mayyitun, the second type of heart is died heart, that there is no life in it. It does not know the God, not worship Him appropriate with command that He loves and blesses. It even always follows desire and its own pleasure, in spite of with that God will wrathful and hates him. 3. Qolbun Maridl, the third type of heart is life heart but defect. It has two substances that pushed and pulled. When it wins the fight so in it there is love to Allah, faith, sincerity, and trusty to Allah, which is life substance. In it also has love to desire, want and great effort to get it, envious, conceited and arrogant, love to authority and make destruction in earth, which is destructive and devastate substance. In the holy Qur’an, the word al-qalb is mentioned 168 times in 45 chapters and 112 verses. The amount of the word al-qalb found is 168. Like other terms, the word a-qalb is also used in varieties context, include group of verses, objects and the word meaning. Based on the group of verse category, 56 verses is makiyah and 112 verses is madaniyah. On the other side, based on the word meaning category, the word qalb can be classified into some groups. The amount of the word qalb according this category is 99 verses, for reason, some of the words contain qalb is repeated with the same form and meaning. It can be explained that there are 43 verses which explain about belief. Among of them is: “The Arab of the desert declare: ’We believe.’ Say: ‘You do not.’ Rather say: ‘We profess Islam,’ for faith has not yet found its way into your hearts. If you obey Allah and His Apostle, He will not diminish a thing 298 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 from (the rewards) of your labors. Allah is Forgiving and Merciful.” (Q.S. Al-Hujurat: 14) Then, there are 24 verses explain that qalb can contain fear, restless, expectation, and calm. Among of them is: “He brought down from their strongholds those who had supposed them from among the People of the Book and cast terror into their hearts, so that some you killed and others you took captive.”(Q.S. Al-Ahzab: 26) Then, there are 20 verses explain that ‘aql can accept and keep characteristics like heart constancy, holiness, crudeness, hardness, and arrogant. Among of them is: “(This He permits) so that He may make Satan’s interjections a temptation for those whose hearts are diseased and hardened-and the wrongdoers are in wide schism”. (Q.S. Al-Hajj: 53) In the verses above, is mentioned clearly that qalb receive heart illness (marad) and also can have character of rude, though, and cruel. Then in other five verses are explained that qalb has ability to recite and with reciting it can be calm. One of them is: “Who have believed and whose hearts have rest in the remembrance of Allah. Verily in the remembrance of Allah do hearts find rest.” (Q.S. ArRa’d: 28) While in other seven verses, is explain that qalb have ability to comprehend (by using ‘aql) the history facts by directing hearing, seeing, and thinking ability. Beside that, it can be blind because it is not used. Among of them is: Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 299 “Have they never journeyed trough the land so that they may have hearts to reason with, or ears to hear with? It is not the eyes, but the hearts in the breasts, that are blind.” (Q.S. Al-Hajj: 46) 5. Dicussion 5.1. Al-qalb as the Centre of Human Character Al-qalb is the intuitional power of human. It means deeply rooted knowledge based on pure experiences of life. It is the place of faith, soul, light, and belief in God. Moreover, it is the centre of personality, good or bad. The role of al-qalb in he human body is like the king and the soldier. All of it works based on the order of al-qalb and can not deny it. Ibnu Qaytim stated that al-qalb is the king, the entire bodies do what it orders; accpet its guidance, all of the actions in the right way because of the intention of al-qalb. Because whole of bodies depend on al-qalb, so ‘aql as development source of intellect and knowledge also relies on al-qalb. In other word, it can be said that the centre of education is al-qalb, not in al‘aql. Al-‘aql is one of the parts of body will be operated by al-qalb. So, in the teaching and learning process, it needs to take a funcion of al-qalb to improve the potency of student (Hidayatullah, 2010: 121). In other word, it can be said that al-qalb is the centre of human character because it determines good or bad personality. Al-qalb is also the main foundation of emotional, intellectual and spiritual quotient. What al-qalb feels, understands, decides, and detremines will influece the concept and principle of al-‘aql. There is certain relation between al-qalb as the emotional aspect and al-‘aql as the intellectual aspect of human. The development of al-‘aql without al-qalb qill generate superficial knowledge of reality. On the contrary, al-qalb without al-‘aql will make someone just take spiritual view of reality. Morally, this person has high consciousness, but the capability of technique and theory is minim, because the physical dimension is not full-mastered. Hence, it needs proportional relation because it will build compatible connection (Baharuddin, 2004: 134). 5.2. Character Education=Al-qalb Education Al-qalb is the precious asset, because it is like sunglasses which persuade the way human at or view. Relate to the nature of al-qalb, human is created in pure al-qalb, but education and experience have certain power in creating fetter of paradigm. Those fetter close the nature of pure al-qalb, so that it isi not be able to think and look objectively. For reason, character education ought to be capable enough to stabilize the condition of al-qalb and change al-qalb in the better condition. As mentioned before, the nature of al-qalb always turn around and change without any exact reason. Moreover, the main purpose of character education is encouraging of good character building. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 300 Baically, the nature of al-qalb as said above has close relation with the basic of character education, as the main sources of good and bad value. Those values are described more in positive and negative energy of character. The implication of this relation, al-qalb of the human can be categorized into al-qalb salim, al-qalb maridl, and al-qalb mayyit based on condition of al-qalb. Moreover, each type will influence the human though, view, attituede and personality in daily activity. And unconciously, it determines somenone into good or bad person. So, educating human character is essentially educating al-qalb because it is the centre of human intellect, emotion and character. White (in Sarumpaet, 2001: 12) argues that character building is the best efort of humankind. It is the major purpose of good education because it is the reason why education exists. Consequently, character education in the family, school or society becomes the responsibility of parents, teacher, and society. Thus,this kind of condition becomes consideration especially in developing high human sources. Education is not only giving the newest and the most complete knowledge, but building strong belief and character of srudent in order to improve the potency and find the aim of life. Additionally, education in the school is not only teaching to read, to write, and to calculate, then pass the examination and get good job, but also teahing the student to be able to decide which one is right and wrong. 5.3. Correlation between Al-qalb and Character Education The correlation of al-qalb and character education as explained before can be described in the diagram below: Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 301 Basic of Character Education Qalb Godly Potency Non‐Godly Potency Positive Value Negative Value Type of al‐Qalb (Qalb salim, Qalb maridl, Qalb MAyit) The Main Function of al‐Qalb IQ Qalb EQ SQ The Important Role of Character Character Eduation=al‐Qalb Education The explanation of the diagram is the following: First, al-qalb is spiritual dimension and has intuitional power. It is the centre of good and bad and place of faith in God. This nature of alqalb make it has godly and non-godly potency. This fact appropriate with the nature of human character, which the basic is good and bad value. Both values are well described in the positive and negative energy. This eergy will generate human character, faith, personality, capacity and potency. This case make qalb is classified into three types: al-qalb salim, alqalb maridl, and al-qalb mayyit. Al-qalb salim is pure nad health al-qab, 302 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 al-qalb maridl is sick heart with full of evil tempation where it makes someone far away from God, and lastly al-qalb mayyit, it is died herat and there is no life in it. Then, rearding with the main function of al-qalb a the centre of human personality, so that character education is very important to do. For reason,it afects all of human aspects include intellectual (IQ), spiritual (SQ), and emotional (EQ). So, well-character education is also educating al-qalb in order to get strong human character. One of the aspects to be considered is method and steps of character education which should be started from childhood, teenager, and adult. 6. Conclusion Character education plays important role in building human character as part of education. For reason, the mankind will not attain perfection character level without educational process. Terefore, the essence of character education is forming the perfect human who have readiness and ripeness to create humanitarianism civilization. Studying al-qalb in the holy Qur’an can not be seprated from the esence of human as object of character education wheres al-qalb is the result of character education. Al-qalb is the none which is distinguished human from others. The difference is not in external (physical) form but in internal (psychological). Actually, it manifests in attitude of human personality. The choice of attitude toward the order and prohibition of the God in daily activity, will determine what kind of person reflected. Purpose of character education in Qur’anis perspective is creating wellbehaved and strong personality of human. For that reason, character education should be able to educate al-qalb as the center of human character. It determines good or bad of person in applying God order. Moreover al-qalb as the mirror of human personality also becomes the centre of human quotient include intellectual quotient(IQ), emotional quotient(EQ), and spiritual quootient (SQ). So, in the teaching and earning process, principle of character building should be considered and applied in order to create perfects students whom have high intellectuality, emotional intellecual(EQ) in daily interaction and use al-qalb(SQ) as the basic of all the actions. 7. References Abdul bin Nuh and Bakry, oemar. 1991. Kamus Indonesia-Arab ArabIndonesia. Jakarta: Mutiara Sumber Fidya. Abdul Halim Mahmud, Ali. 1995. At-Tarbiyah ar-Ruhiyah. Jakarta: Gema Insani Press. Adz Dzaky, M. Hamani Bakran. 2004. Konseling dan Psikoterapi Islam. Yogyakarta: Pustaka Belajar. Agustian, Ary Ginanjar. 2005. Rahasia Sukses Membangun Kecerdasan Emosi dan Spiritual ESQ. Jakarta: Penerbit Arga. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 303 Agustian, Ary Ginanjar. 2009. Rahasia Sukses Membangkitkan ESQ Power. Jakarta: Arga Publishing. Ali, Atabik and Mudlor, A. Zuhdi. 2003. Kamus Kontemporer Arab Indonesia. Yogyakarta: Multi Karya Grafika. Amirullah, Fahmi. 2008. Ilmu Al-quran untuk Pemula. Jakarta: CV Arta Rivera. Arikunto, Suharsimi. 2006. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: PT. Rineka Cipta. As-Shalih, Subhi. 1993. Membahas Ilmu-Ilmu Al-Qur’an. Jakarta: Pustaka Firdaus. Azizah, Nur. 2010. Pendidikan Karakter dalam Perspektif Al –Qur’an dan Hadis. Malang: Univarsitas Islam Maulana Ibrahim. Bags, Lorens. 1996. Kamus Filsafat. Jakarta: PT. Gramedia Pustaka Utama. Hadi, Sutrisno. 1981. Metodologi Research Jilid 1. Yogyakarta: Fak. Psikologi UGM. Hafidh, Abdul et.al. 1990. Al-Qur’an dan Terjemahnya. Madinah: Percetakan Al-Qur’an Raja Fahad. Hasanah, Sani Fajrul. 2011. Semantic Analysis on the Word Iqra’ found in the Qur’an Surah Al-‘Alaq. Salatiga: STAIN Press. Hidayatullah, M. Furqon. 2010. Guru Sejati: Membangun Insan Berkarakter Kuat dan Cerdas. Surakarta: Yuma Pustaka. Miles, Mattew B. and A. Michael Huberman. 1994. An Expanded Sourcebook Qualitative Data Analysis: Second Edition. USA: SAGE Publications. Moleong, Lexy J. 2011. Metodologi Penelitian Kualitatif. Bandung: PT. Remaja Rosdakarya. Munir, Abdullah. 2010. Pendidikan Karakter: Membangun Karakter Anak sejak dari Rumah. Yogyakarta: PT. Pustaka Insan Madani. Oxford Learner’s Pocket Dictionary. 2005. China: Oxford University Press. Pei, Mario. 1974. The New Grolier Webster International Dictionary of the English Language. New York: Grolier Incorporated. Rahayu, Iin Tri. 2009. Psikoterapi Perspektif Islam dan Psiologi Kontemporer. Yogyakarta: Sukses Offset. 304 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 Suhardi, Kathur. 2009. Tafsir Ibnu Qayyim. Jakarta Timur. Darul Falah. Sukardi. 2009. Metodologi Penelitian Pendidikan. Jakarta: PT. Bumi Aksara. Sulistyowati, Hanik. 2006. The Concept of Intellect (‘Aql) in Qur’anic Perspective and the Implication for Education. Salatiga: STAIN Press. Sumanto. 1990. Pengantar Metodologi Penelitian Sosial dan Pendidikan. Yogyakarta: Andi Offset. Suwarno, Wiji. 2006. Dasar-Dasar Ilmu Pendidikan. Yogyakarta: Ar-Ruzz. Thoyibi, M. Ngemron. 2011. Psikologi Islam. Surakarta: Muhammadiyah University Press. Tobroni. 2010. Pendidikan Karakter dalam Perspektif Islam. Retrieved June 11, 2012 from www.Tobroni.staff.umm.ac.id/2010/11/24 Zayid, Machmud Y. 1980. The Meaning of the Qur’an. Lebanon.Dar AlChoura Clemenceau St. Tajer Bldg. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 ENGLISH TASKS FOR COMMUNICATIVE COMPETENCE DEVELOPMENT: A CONTENT ANALYSIS OF WHEN ENGLISH RINGS A BELL FOR JUNIOR HIGH SCHOOL BASED ON CURRICULUM 2013 Wahyu Purnaningtyas Magister of Language Study Muhammadiyah University of Surakarta Jl. A. Yani Pabelan Kartasura Tromol Pos I Surakarta 57102 Phone (0271) 717417 psw 159 Phone/Fax (0271) 730772 [email protected] 085725615579 ABSTRACT This research is about the analysis of the tasks in the textbook related to five components of communicative competence. The objectives of this study are to explain what English tasks are designed for five components of communicative competence development reflected in English textbook and what are the frequency and the dominant type of task in each competence. This research is qualitative research. The data are the tasks from the textbook entitled ‘When English Rings A Bell’. To collect the data, the researcher uses documentation method by doing some steps: read and understand the entire tasks in the textbook for several times; mark the tasks that are including in five components of communicative competence; type the tasks and code the marked tasks by writing the task number, the chapter, and the page of the tasks; account the tasks that develop the competences. The data were analysed by the theory of communicative competence suggested by Celce-Murcia et al (1995) and analysed by using interactive model of Huberman and Miles (1994). There are three steps in analysing the data; those are data reduction, data display, and conclusion drawing/verification. The result shows that the textbook entitled When English Rings A Bell consists of 181 tasks and there are five components of communicative competence that developed the tasks. The English tasks that are designed to develop students’ discourse competence are cohesion, deixis, coherence, genre, and conversational structure. The English tasks that are designed to develop students’ linguistic competence are syntax, lexicon, phonology, and orthography. In actional competence, there are knowledge of language functions include interpersonal exchange, information, feeling, opinion, and future scenario. In sociocultural competence, there are sociocultural contextual factor, stylistic appropriateness factor, and cultural factor. In strategic competence, there are compensatory strategies. The frequency of the English tasks designed for discourse competence is 30, 38%, for linguistic competence is 27, 62%, for actional competence is 28, 17%, for sociocultural competence is 8, 83%, and for strategic competence is 4, 97%. The dominant types of task for discourse competence are deixis and genre, for linguistic competence is phonology, for actional competence is knowledge of language function, for sociocultural competence is sociocultural contextual factor, and for strategic competence is compensatory strategy. Keywords: English task, communicative competence, content analysis, material development, curriculum 2013 1. INTRODUCTION Nowadays, English is an international language that must be mastered by people in this world, include in Indonesia. In education, English learned by people since they 305 306 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 are in the elementary school until they are in the university. Learners need to develop their skills, but sometimes they do not know how to do that. As a teacher, we should help them. By using some various materials and methods, we may help them to develop their language skills. According to Tomlinson (1998), there are many kinds of learning materials such as dictionary, grammar book, workbook, photocopied exercise, etc. In addition, Al-Nwaiem (2012) states that the term ‘materials’ in an educational context denotes any textual materials used by teachers and students, including textbooks, worksheets, handouts, audio-visual aids and technological materials. According to Hutchinson & Torres (1994: 315), the textbook is an almost universal element of (English language) teaching. Moreover, Cunningsworth (1995) argues that textbooks play several roles in English language teaching curriculum: they are reliable resource for self-directed learning, a source of ideas and activities, and reference material for learners. So, it can be concluded that textbook has important role in the teaching learning process. It must have good quality to create good capability for the students. In the textbook, of course there must be many tasks and materials inside that will help leaners develop their English skills. Lee (2000) in Ellis (2003: 4) states that a task is (1) a classroom activity or exercise that has: (a) an objective obtainable only by the interaction among participants, (b) a mechanism for structuring and sequencing interaction, and (c) a focus on meaning exchange; (2) A language learning endeavor that requires learners to comprehend, manipulate, and/or produce the target language as they perform some set of work plan. So, task means an activity that can influence students’ language ability and also their understanding. A good textbook serves good task inside that will make the students easier to understand the materials through those tasks. For many years, Indonesia has implemented some curriculum. Now, we use 2013 curriculum in teaching learning process. It implements scientific approach which has five steps in learning, namely observing, questioning, gathering information or experimenting, associating or information processing, and communicating. The goal of learning is to improve the students’ communicative competence. Based on the discussion above, this research is conducted to know the quality of a textbook that is used in junior high school. The research is conducted by analyzing the tasks in the textbook based on theory of communicative competence by Celce-Murcia et al (1995). The main competence of language learning based on Celce-Murcia et al (1995) is communicative competence or discourse competence. It has supporting competence, namely: discourse competence, linguistic competence, actional competence, sociolinguistic competence, and strategic competence. The aim of this research is to explain what English tasks are designed for communicative competence development reflected in English textbook and what are the frequency and the dominant type of task in each competence. The research is limited on the tasks analysis in a textbook entitled When English Rings A Bell that is used for the students in seventh grade of junior high school. 2. THEORETICAL REVIEW This research uses some theories such as material development (notion and principles of material development); component of task; communicative competence from several perspectives; and the component of communicative competence by Celce-4Murcia. However, the analysis of the task is focused on the theory of communicative competence by Celce-Murcia et al (1995). a. Discourse Competence According to Murcia (1995: 13) discourse competence concerns the selection, sequencing, and arrangement of words, structures, sentences and utterances to Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 307 b. c. d. e. achieve a unified spoken or written text. There are many sub-areas that contribute to discourse competence: cohesion, deixis, coherence, generic structure, and the conversational structure inherent to turn-taking system in conversation. Cohesion refers to the area of discourse competence most closely associated with linguistic competence (Halliday & Hasan 1976, 1989). There are four ways by which cohesion are created in English: by reference, ellipsis, conjunction, and lexical organization (Halliday, 1985: 288). Deixis means ‘pointing’ via language. It links the situational context with the discourse. Each text has its own distinctive linguistic characteristic, and its own generic structure (Nunan, 1998: 43). Conversational structure, which is inherent to the turn-taking system in oral conversation (Sacks, Schegloff & Jefferson: 1974), is the final aspect of discourse competence as we have outlined it. This area is highly relevant for communicative competence and language teaching, since conversation is the most fundamental means of conducting human affairs. Linguistic Competence Linguistic competence is the mastery of language code, the ability to use grammar, syntax, and vocabulary this competence encompasses knowledge of roles of phonology, morphology, lexical items, and syntax (Brown, 2000: 247). Suggested components of linguistic competence are syntax, morphology, lexicon, phonology, and orthography. Actional Competence Celce-Murcia et al (1995: 17) defined actional competence as the competence to convey and understand communicative intent that is matching actional intent with linguistic form based on the knowledge of an inventory of verbal schemata that carry illocutionary force. It is closely related to interlanguage pragmatics which has been defines by Blum & Kulka (1993) as “the study of nonnative speakers use and acquisition of linguistic action patterns in a second language. Suggested components of actional competence are knowledge of language function includes interpersonal exchange, information, opinion, feeling, problem, and future scenario; and the knowledge of speech act sets. Sociocultural Competence According to Celce-Murcia et al (1995: 23), sociocultural competence refers to the speaker's knowledge of how to express messages appropriately within the overall social and cultural context of communication, in accordance with the pragmatic factors related to variation in language use. Celce-Murcia et al (1995: 23) have divided the relevant sociocultural competence into four main categories, namely social contextual factors, stylistic appropriateness factors, cultural factors, and non-verbal communicative factor. Strategic Competence It refers to knowledge of communication strategies and how to use them. It highlights three functions of strategy use from three different perspectives (CelceMurcia et al, 1995: 26). The description of strategic competence consists of five main parts: avoidance and reduction strategies, stalling or time-gaining strategies, achievement or compensatory strategies, self-monitoring strategies, interactional strategies. 3. RESEARCH METHOD In this study, the researcher applies the qualitative research method because the data of the research are in the form of document from a textbook that contain text or discourse. Qualitative research is intended to understand the subject’s phenomena that described in the form of words in a certain natural context and use natural method (Moleong, 2007: 6). The approach that used in this research is content analysis. Weber (1990) indicates that content analysis is a research method that uses a set of 308 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 procedures to make valid inferences from text. The object of this study is English textbook entitled ‘When English Rings A Bell’ for Junior High School in the seventh grade. The textbook was arranged by Ministry of Education and Culture and the manuscript contributors are Yuli Rulani Khatimah, Asep Gunawan, and Siti Wachidah. The data in this research are tasks that are written in the textbook. Task is an activity which required learners to arrive at an outcome from given information through some process of thought, and which allowed teachers to control and regulate that process (Prabhu (1987) in Nunan (1992: 4)). The textbook consists of eleven chapters. Here, the researcher focuses on analyzing the tasks that written on each chapter in the textbook. The researcher uses some data collection techniques: observation and documentation. According to Nasution in Sugiyono (2007: 310), observation is the basic of all knowledge. In this step, the researcher observes the textbook that will be analyzed. The researcher observes the textbook from the cover until the end of the textbook. Then, the researcher is going to the next step, it is documentation. Cresswell (2012: 160) states that documentation analysis includes printed materials, images, literary works, film, or other types of records. Then, Sugiyono (2007: 329) states that document is any valuable notes of past events in the form of written text, pictures, or monumental creatures. The researcher uses some procedures in applying this method: read and understand the entire tasks in the textbook for several times; mark the tasks that are including in five components of communicative competence; type the tasks and code the marked tasks by writing the task number, the chapter, and the page of the tasks; account the tasks that develop the competences. In this research, the researcher needs to verify the data in order to make the research to be valid and reliable. The researcher collects the data and put them into each components of communicative competence. Those are linguistic competence, sociocultural competence, strategic competence, actional competence, and discourse competence. After all the data are collected and put into each component, the researcher share and discuss it with some colleagues and the expert to verify that the data are valid or not. In this research, the expert judgment is really needed for the data validity. In qualitative research, data analysis begins when the observations started. It is an on-going activity throughout the whole investigation. This research applies the model of data analysis based on Huberman and Miles (1994: 10). They mention three linked processes of analysis, namely data reduction, data display, and data conclusion drawing or verification. Data reduction is a form of analysis that sharpens, sort, focuses, discards, and organizes data in such a way that ‘final’ conclusion can be drawn and verified (Huberman and and Miles, 1994: 11). The coding system is based on the chapter in the textbook, task number, and the page of the textbook. For example the first task in the first chapter and in the first page, so the coding will be: T1/C1/P1. In this process, the researcher classified the data into five components of communicative competence. The display of the data is in the form of table. Each table consists of the competence’s name and the amount of task for each component. Verification is fleeting second thought crossing the analyst’s mind during writing, with excursion back to the field notes (Miles and Huberman, 1994: 11). Here, the tasks are analyzed with five components of communicative competence by CelceMurcia et.al (1995). 4. RESEARCH FINDING AND DISCUSSION In the research finding, the researcher classify and analyse the tasks in the textbook into each components of communicative competence, namely discourse competence, linguistic competence, actional competence, sociocultural competence, and strategic competence. Each competence has its components. So, the results of the Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 309 analysis are including in the components of each competence. In discourse competence, there are cohesion, deixis, coherence, genre, and conversational structure. There are also some types inside each component of discourse competence. For example, there are reference, substitution ellipsis, conjunction, and lexical chains in cohesion. In linguistic competence, there are components such as syntax, morphology, lexicon, phonology, and orthography. There are some components in actional competence like knowledge of language functions that has many terms inside, and also knowledge of speech act sets. In sociocultural competence, there are sociocultural contextual factors, stylistic appropriateness factors, cultural factors, and non-verbal communicative factors inside the competence. Then, strategic competence consists of five components, namely avoidance and reduction strategies, time-gaining strategies, compensatory strategies, self-monitoring strategies, and interactional strategies. In the research finding and discussion, the researcher gives the result of the analysis and also the discussion. The result will be discussed as follows: a. English tasks designed to develop the students’ linguistic competence The first competence is linguistic competence. It consists of some components like syntax, morphology, etc. Based on the analysis, the researcher found that the amount of the task include in syntax component are 10 tasks. The highest amount of the task include in syntax component are 3 tasks and it is found in chapter 5 of the textbook. The chapter is studying about how many pets that the students have. There is no task in the textbook that uses morphology in designing the task. In lexicon component, there are 14 tasks and the highest amount of the task is in chapter 7, it is 6 tasks. Then, there are 24 tasks that are developed based on phonology in the component of linguistic competence. There are tasks that used phonology in each chapter in the textbook. The last component in linguistic competence is orthography. There are 2 tasks that used this component. It is found in chapter 2. So, it can be conclude that the tasks designed to develop students’ linguistic competence are in the form of syntax, morphology, lexicon, lexicon, phonology and orthography. b. English tasks designed to develop the students’ sociocultural competence In sociocultural competence, there are four components that have been mentioned above. There are 10 tasks in the textbook that implement the component of sociocultural competence, namely sociocultural contextual factors. The highest amount of the task in this component is 3 and it is found in chapter 9 on the textbook. In stylistic appropriateness factors, there are 3 tasks that implement this component. It can be found only in the chapter 7. There are 2 tasks in the cultural factors component, and it is found in chapter two and chapter 3. There is no task that implements the component of non-verbal communicative factors. c. English tasks designed to develop the students’ strategic competence Strategic competence is the knowledge of communication strategies and how to use them in communication. In the textbook, there are 9 tasks that implement the strategic competence. They are found in the chapter six, chapter seven, chapter eight, chapter nine, chapter ten, and chapter eleven. There are five components in strategic competence but the researcher found the tasks that developed based on this competence in the component of compensatory strategies. d. English tasks designed to develop the students’ actional competence There are two components of actional competence, namely the knowledge of language functions and knowledge about speech act sets. In knowledge of language functions, there are many components like interpersonal exchange, information, feeling, and so on. In the textbook, the researcher found that there are task that developed actional competence in each chapter. There is 1 task in chapter one, 3 tasks in chapter two, 4 tasks in chapter three, 5 tasks in chapter four, 6 tasks in 310 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 chapter five, 2 tasks in chapter six, 3 tasks in chapter seven, 7 tasks in chapter eight, 5 tasks in chapter nine, 3 tasks in chapter ten, and 3 tasks in the last chapter. All of tasks are developed based on the knowledge of language functions. e. English tasks designed to develop the students’ discourse competence Discourse competence is a competence related to the words or sentences in the form of written or spoken. Discourse competence consists of some components like cohesion, deixis, and so on. The textbook consists of 55 tasks that developed based on discourse competence. There are 6 tasks for cohesion, 16 tasks for deixis, 1 task for coherence, 16 tasks for genre, and 13 tasks for conversational structure. f. The frequency of the English tasks designed for each competence All the tasks have been analysed and the results also have been found. The textbook consists of 181 tasks, and there are five components of communicative competence in developing the tasks. Here, the researcher describes the frequencies of the tasks in each competence. The frequency of English tasks designed for each competence can be drawn with the formula as follow: the amount of tasks for each competence divided by the amount of tasks in textbook times 100%. First, the amounts of tasks in discourse competence are 55 tasks. The frequency of this competence is 30, 38%. The second, there are 51 tasks of actional competence in the textbook. The frequency is 28, 17%. Then, the tasks that developed based on linguistic competence are 50 tasks and the frequency is 27, 62%. The fourth competence is sociocultural competence. There are 16 tasks of this competence and the frequency I 8, 83%. The last competence is strategic competence. In the textbook, the researcher found that there are 9 tasks developed by strategic competence. The frequency is 4, 97%. From the results, the researcher takes the conclusion that the dominant competence in the tasks in the textbook is discourse competence with the frequency 30, 38%. g. The dominant type of tasks for each competence There are many types of task for each competence in communicative competence. Each chapter consists of many types of tasks and many components of communicative competence. There are five components of communicative competence, namely discourse competence, linguistic competence, actional competence, sociocultural competence, and strategic competence. In discourse competence, there are two types or competence that dominant in the textbook. Those are deixis and genre. Each component consists of 16 tasks. So, the dominant types of task in discourse competence are deixis and genre. There are 50 tasks in linguistic competence. The highest or the dominant type of task in the textbook is phonology. Then, in actional competence, there are 51 tasks. The dominant of the task type that is found in the textbook is the knowledge of language functions. There are many components in the knowledge of language functions such as information, feeling, and so on. In this research, the dominant type of task is interpersonal exchange include introduction and greeting. There are four components in sociocultural competence such as cultural factors and stylistic appropriateness factors. There are 16 tasks that developed based on sociocultural competence. The dominant type of task is sociocultural contextual factors with the amount of task 10. The last competence is strategic competence. There are 9 tasks in the textbook that developed with strategic competence. There is only one type of task that exists in the textbook, namely compensatory strategies. The amount of the task is 9 tasks. 5. CONCLUSION Based on the research findings and discussion, it can be concluded that the textbook entitled When English Rings A Bell consists of 181 tasks and there are five Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 311 components of communicative competence that developed the tasks, namely discourse competence, linguistic competence, actional competence, sociocultural competence, and strategic competence. The English tasks that are designed to develop students’ discourse competence are cohesion, deixis, coherence, genre, and conversational structure. The English tasks that are designed to develop students’ linguistic competence are syntax, lexicon, phonology, and orthography. The English tasks that are designed to develop students’ actional competence are knowledge of language functions include interpersonal exchange, information, feeling, opinion, and future scenario. The English tasks that are designed to develop students’ sociocultural competence are sociocultural contextual factor, stylistic appropriateness factor, and cultural factor. The English tasks that are designed to develop students’ strategic competence are compensatory strategies. The frequency of the English tasks designed for discourse competence is 30, 38%, the frequency of the English tasks designed for linguistic competence is 27, 62%, the frequency of the English tasks designed for actional competence is 28, 17%, the frequency of the English tasks designed for sociocultural competence is 8, 83%, and the frequency of the English tasks designed for strategic competence is 4, 97%. The dominant types of task for discourse competence are deixis and genre, the dominant type of task for linguistic competence is phonology, the dominant type of task for actional competence is knowledge of language function, the dominant type of task for sociocultural competence is sociocultural contextual factor, and the dominant type of task for strategic competence is compensatory strategies. BIBLIOGRAPHY Al-Nwaiem, A. (2012). An Evaluation of the Language Improvement Component in the Pre-Service ELT Programme at a College of Education in Kuwait: A case study. Unpublised Dissertation. The University of Exeter. Blum-Kulka, Kasper. 1993. Interlanguage Pragmatics. New York: Oxford University Press. Brown, D. H. (2000). Principles of language learning & teaching. (4th ed.). New York: Longman. (pp. 49-58). Celce-Murcia M, Dörnyei Z, Thurrell S (1995). A pedagogical framework for communicative competence: A Pedagogically motivated model with content specifications. Issues in Applied Linguistics 6(2): 5–35. Creswell, J. W. (2012). Qualitative inquiry and research design: Choosing among the five traditions (3rd ed.). Thousand Oaks, CA: Sage. Cunningsworth, A. (1995). Choosing your Coursebook. London: Macmillan: Heinemann. Ellis, Rod. 2003. Task-Based Language Learning and Teaching. New York: Oxford University Pres. Halliday, M. A. K & Hasan R. 1976. Cohesion in English. London: Longman. Halliday, M.A.K. 1985 An Introduction to Functional Grammar. London: Edward Arnold. 312 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 Hutchinson, T. & Eunice T. 1994. “The Textbook as Agent of Change.” In ELT Journal Volume 48/4. Oxford University Press. Miles, MB. & Huberman, AM. (1994). Qualitative Data Analysis (2nd edition). Thousand Oaks, CA: Sage Publications. Moleong, Lexy. J. 2007. Metodologi Penelitian Kualitatif. Bandung: PT Remaja Rosdakarya. Nunan, D. (1988). The learner-centred curriculum: A study in second language teaching. Cambridge: Cambridge University Press. Nunan, David. 1992. Designing Tasks for the Communicative Classroom. United Kingdom: Cambridge University Pers. Sacks et al., 1974] H. Sacks, E. A. Schegloff, and G. Jefferson, "A Simplest Systematics For the organization of Turn-Taking for Conversation," Language, 50:696-735, 1974. Sugiyono. 2007. Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif dan R&D. Bandung: Alfabeta. The Ministry of Cultural & Education. 2014. Bahasa Inggris: When English Rings A Bell. Revise Ed. Jakarta: The Ministry of Cultural & Education. Tomlinson, B. 1998. Materials Development in Language teaching. Cambridge: Cambridge University Press. Weber, R.P. (1990). Basic Content Analysis. Newbury Park, CA: Sage Publications. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 A PRAGMATIC ANALYSIS OF IMPOLITENESS STRATEGIES USED IN DAILYMAIL’S COMMENTS LUTHFI YULIDAR Magister of Language Study University Muhammadiyah of Surakarta Jl. A. Yani Pabelan Kartasura Tromol Pos I Surakarta 57102 Phone (0271) 717417 psw 159/ (0271) 730772 [email protected] 089653236755 ABSTRACT Impoliteness strategy is strategy to attack face or identity or right in communication. Impoliteness involves some kind of conflict between the participants, it happens when their social status, power, and culture different. Culpeper, is a proponent of impoliteness who actives doing research, explains the kind of impoliteness. He formulates impoliteness strategies in 2010, it has five kinds: bald on record impoliteness, positive impoliteness, negative impoliteness, withhold politeness, and off-record impoliteness. The research aims to describe the most occur types impoliteness strategies and the conventional forms of impoliteness used in Dailymail’s comments. This research is focused on impoliteness strategies. This research investigates impoliteness in comments written by the readers in Dailymail, published in 2015-2016. The type of research is descriptive qualitative. The data source of this research is comments of dailymail.co.uk. In collecting data, writer uses the documents were taken from Dailymail’s comments. From the collected data, the writer finds 80 data. The research finding shows that bald of record impoliteness is the most found in the Dailymail’s comments. Then, negative impoliteness (condescend, ridicule, scorn, and frighten), positive impoliteness (call the other name, seek disagreement, exclude the other from an activity, and ignore, snub the other), sarcasm or mock impoliteness, and off-record impoliteness. Whereas, the conventional forms of impoliteness strategies of this research consists of patronising behavior, pointed criticism, and insults. Keyword: impoliteness strategies, conventional forms A. INTRODUCTION Crystal and Varley (1993) state that "communication is the sending and receiving of messages. It means to any message, not just the highly structured symbolic massages of language." Communication is a broader concept than language, and language is included within what is meant by communication. Communication is the common activities of human being. There are many ways of communication, the first is verbal communication, the second is non-verbal communication, then written communication, and the last is visual communication. Communication purposes to send messages, information, share the opinions, and keep relationship with the other. In communication, there are several ways to send messages, such as face-to-face or using media. When people communicate, they are using politeness, it used to respect the others, elders, and strangers. Though, people are impolite when they communicate with the other. It has many reasons why people are impolite when they communicates, such as he has different opinion with the other and wants to defend his argument, his emotional of anger could not be hold out. 313 314 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 The first way of communication is verbal communication. It is communication within voices or spoke. Verbal communication refers to the send a message using of sound and language. It works to express ideas, opinions, concepts, etc. such face-to-face, telephone, radio or television and other media. While, nonverbal communication involves those nonverbal stimuli in a communication setting that are generated by both the speaker and his use of the environment and that have potential message value for the speaker or listener. Basically it is sending and receiving messages in a variety of ways without the use of verbal codes or words. It is both intentional and unintentional. The other categories of communication are written and visual communication. Written communication is used in letters, e-mails, books, magazines, and the internet or via other media. Written communication contains any type of message that use of the written word. Nowadays, written communication becomes popular, especially in social networks or sites. When someone shares his opinion, express his feeling, etc with his own language, particularly with impolite words, he will get impolite responds too and it often makes words war. And the last is visual communication, communication using by graphs and charts, maps, logos and other visualizations can communicate messages. This communication makes people understand things better, the complex ideas can be presented clearly within a short time period, and can be used to communicate to wide group with differing background. For all categories of communication, the most give a chance to interact impolitely with the others are verbal communication and written communication. However, I will be specified about written communication in online article that written by the readers. Although previous studies have examined impoliteness, most of them focus on spoken impoliteness. The research of written impoliteness has been rarely examined, and hence this study is to fill in this gap. Thus, this present study examines written impoliteness in comments of online news. Most of the native researchers have studied spoken impoliteness in variant objects. Culpeper is using television documentary (2003), television quiz show (2005) as his objects. Aydinoglu (2013) is using the speech of act plays by an American woman playwright in Geralyn L. Harton. Then, Laitinen (2011) is using television drama as her object. Wang is using female mandarin speakers as object of her study (2008). Marlangeon studied about a typology of verbal impoliteness behavior for the English and Spanish cultures (2012). The research of written impoliteness especially in online magazines has been rarely examined. The most studies of written impoliteness are using novels as his/her objects. Methias (2010) using a novel of Dickens’s Great Expectation in his research. Kuntsi (2012) also uses a novel “Dover Trial” in her research. In Indonesia, research about impoliteness is still not widely. The example, Hartono (2014), he uses comic strip as his object to analyze impoliteness strategies. The last is Wibowo (Nd), he examines impoliteness used in online football comments. The present research has same object with Wibowo, but different participants. The previous research used Indonesian participants (English as second language) and the present research used native participants (English as mother tongue or first language). This research which deals with impoliteness used in Dailymail’s comments focuses on analyzing the impoliteness strategies are used by reader in Dailymail. The aim of the research is to describe the most occur types impoliteness strategies and to describe the conventional form of impoliteness used in Dailymail’s comments. This study will be different with the studies before, the researcher focuses on written Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 315 impoliteness in CMC. The researcher hopes that this research will be useful as additional references and enrichment in studying language used. B. THEORETICAL REVIEW The study of pragmatic is concerned with many principles to make sense of what somebody hears and reads. Levinson (1983:21) explain that “Pragmatics is the study of the relation between that language and context are basic to an account of language understanding.” According to Peccei (1999:5), pragmatics concentrates on those aspects of meaning that cannot be predicted by linguistics alone and takes into account knowledge about the physical and social world. Impoliteness has several synonyms in the English language and somehow they all refer to the evaluation of negative behavior (Culpeper, 2010), because they attack somebody’s identity or rights, and they cause specific emotional reactions (e.g. hurt or anger). It has been directly associated with the intentions of the speaker and perceptions of the hearer. Impoliteness contains of five sub-units, there are bold on record impoliteness, positive impoliteness, negative impoliteness, sarcasm or mock politeness, and withhold politeness. Computer-Mediated Communication (CMC) is the process by which people create, exchange, and perceive information using networked telecommunications systems (or non-networked computers) that facilitate encoding, transmitting, and decoding messages. In this paper, researcher uses theory of impoliteness strategies by Culpeper (1996). Impoliteness strategies refer to communicative strategies used to attack face, and thereby create social disruption, based on Culpeper. He categorizes into five strategies, as follows: 1. Bald on record impoliteness – the FTA is performed in a direct, clear, unambiguous and concise way in circumstances where face is not irrelevant or minimized. 2. Positive impoliteness – the use of strategies designed to damage the addressee’s positive face wants. Examples: a. Ignore, snub the other b. Exclude the other from an activity c. Disassociate from the other d. Be disinterested, unconcerned, unsympathetic e. Use inappropriate identity markers f. Use obscure or secretive language g. Seek disagreement h. Make the other feel uncomfortable i. Use taboo words j. Call the other names 3. Negative impoliteness – the use of strategies designed to damage the addressee’s negative face wants. Examples: a. Frighten b. Condescend, scorn or ridicule. c. Invade the other's space d. Explicitly associate the other with a negative aspect e. Put the other's indebtedness on record 4. Sarcasm or mock politeness – the FTA is performed with the use of politeness strategies that are obviously insincere, and thus remain surface realizations 316 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 5. Withhold politeness - the absence of politeness work where it would be expected 6. Off-record impoliteness - the FTA is performed by means of an implicature but in such a way that one attributable intention clearly out weighs any others. (Culpeper 2005) The researcher uses theory of conventional impoliteness strategies by Culpeper (2010) to describe the conventional forms of impoliteness used in Dailymail’s comments. This theory has six contents, there are: 1. Patronising behaviour (including condescending, belittling, ridiculing and demeaning behaviours): Producing or perceiving a display of power that infringes an understood power hierarchy 2. Insults (including derogatory statements and implications): Producing or perceiving a display of low values for some target 3. Pointed criticism(including expressions of disapproval and statements of fault, weakness or disadvantage): Producing or perceive a display of low values for some target 4. Encroachment: Producing or perceiving a display of infringement of personal space (literal or metaphorical) 5. Exclusion (including failure to include and disassociation): Producing or perceiving a display of infringement of inclusion 6. Failure to reciprocate: Producing or perceiving a display of infringement of the reciprocity norm (Culpeper 2010) C. RESEARCH METHODS The researcher is seeking to answer question about impoliteness strategies and the conventional form of impoliteness. She is decided to use descriptive qualitative. The techniques are analyzing the impoliteness strategies in Dailymail’s comments by using Culpeper’s impoliteness strategies and analyzing the conventional forms of impoliteness based in Culpeper (2010). The sources of the data were taken from the online comments of Dailymail, in the news, tv showbiz and sport’s columns. This research concerns on impoliteness in comments that written by the readers in Dailymail published in August 2015 until January 2016 and collected for 80 online comments. Then, the researcher is classifying the data into impoliteness strategies by Culpeper and coding the data. D. FINDINGS AND DISCUSSION In the findings and discussion, the writer analyses comments on Dailymail. First, the writer describes the most occur types impoliteness strategies used in comments. Second, is describing the conventional forms of impoliteness used in Dailymail’s comments. 1. Impoliteness strategies Impoliteness strategy is strategy to attack face or identity or right in communication. Impoliteness strategies happen when their social status, power, Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 317 and culture are different. Culpeper (1996) refers impoliteness to communicative strategies used to attack face, and thereby create social disruption. a. Bald on record impoliteness – the FTA is performed in a direct, clear, unambiguous and concise way in circumstances where face is not irrelevant or minimized. 45/Murica/BOR/Selena Gomez puts her enviable legs on display in a pink ombré bandage dress as she films Neighbors 2 in Atlanta She looks cheap. Murica’s comment completely categorize into bald on record impoliteness. Murica clearly stated that Selena Gomez looks cheap with her pink ombré dress. It explains that her dress is not suitable with her. Murica said in a direct, clear, and unambiguous sentence. b. Positive impoliteness – the use of strategies designed to damage the addressee’s positive face wants. 65/My Opinion/Call the other name/Aisleyne Horgan-Wallace puts on a very busty display in plunging black dress while Nicola McLean matches in racy sheer number for girls' night out They look like a pair of dogs The comment contains on positive impoliteness strategy. It shows that the participant does not like Aisleyne and Nicola’s wardrobes. The news given pictures of Aisleyne and Nicola’s dress and tasteless. The participant said that Aisleyne Horgan-Wallace and Nicola McLean look like a pair of dogs. From My Opinion’s comment the researcher knows that is the type of positive impoliteness of call the other name. c. Negative impoliteness – the use of strategies designed to damage the addressee’s negative face wants 38/European and LOVE IT/Frighten/Nick Kyrgios claims he's 'learned' his lesson after his vile sex sledge on Stan Wawrinka and says there 'won't be a next time' I cant stand this guy. he needs a massive smack in the chops. The comment from EuropeanandLOVEIT uses negative impoliteness. He stated that he irritated with Kyrgios’s act on the court. Kyrgios said that Kokkinakis banged Wawrinka’s girlfriend, Donna Vekic. That should not be done by competitor on the match. EuropeanandLOVEIT describes that he cannot bear of Kyrgios’s behave and want to give a massive smack in his chops. The comment includes of negative impoliteness of frighten. d. S arcasm or mock politeness – the FTA is performed with the use of politeness strategies that are obviously insincere, and thus remain surface realizations 64/justsayin/Sarcasm or mock impoliteness/Aisleyne Horgan-Wallace puts on a very busty display in plunging black dress while Nicola McLean matches in racy sheer number for girls' night out Where do they even get clothes like that? The comment includes of sarcasm or mock impoliteness. The participant said where do they even get clothes like that? It explains that justsayin using irony to express him/her opinion that their dress is racy and 318 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 unsuitable. The word even proves clearly that the commentator does not like Aisleyne and Nicola’s clothes. e. Off-record impoliteness - the FTA is performed by means of an implicature but in such a way that one attributable intention clearly out weighs any others. 68/Yellowfreckles/Off-record impoliteness/That's a whole lot of Lottie! Kate Moss's model sister flashes her bra under racy sheer dress at 18th birthday bash She seems to hang out with a stylish good looking crowd. Weird to see 18 year olds drinking in a bar like this, as the drinking age is 21 in the US. This statement includes of off-record impoliteness, the FTA is performed by means of an implicature but in such a way that one attributable intention clearly out weighs any others. The Yellowfreckles wonders how Lottie can hold her 18th birthday party in a bar. She’s only 18 year olds drinking in a bar at her party, while the drinking age in the US is 21 year olds. 2. Conventional forms of impoliteness A conventionalized impoliteness is a form of a language in which context-specific impoliteness effects are conventionalized. a. Patronising behaviour (including condescending, belittling, ridiculing and demeaning behaviours): Producing or perceiving a display of power that infringes an understood power hierarchy 64/justsayin/Patronising behavior/Aisleyne Horgan-Wallace puts on a very busty display in plunging black dress while Nicola McLean matches in racy sheer number for girls' night out Where do they even get clothes like that? This comment includes of patronizing behavior because justsayin’s statement shows condescending sentence. Where do they even get clothes like that? means that ‘is not there any better clothes?” At justsayin’s point of view, Aisleyne and Nicola’s clothes are too racy. b. Insults (including derogatory statements and implications): Producing or perceiving a display of low values for some target 45/Murica/Insults/Selena Gomez puts her enviable legs on display in a pink ombré bandage dress as she films Neighbors 2 in Atlanta She looks cheap. In this comment, the participant makes derogatory statement about Selena Gomez’s style. Murica clearly said that Gomez’s dress makes her looks cheap. 68/Yellowfreckles/Insults/That's a whole lot of Lottie! Kate Moss's model sister flashes her bra under racy sheer dress at 18th birthday bash She seems to hang out with a stylish good looking crowd. Weird to see 18 year olds drinking in a bar like this, as the drinking age is 21 in the US. Yellowfreckles’s comment includes of conventional form of impoliteness of insult. He/she insulting Lottie’s lifestyle that she held 18th birthday party at a bar while the drinking age in US is 21. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 319 c. Pointed criticism(including expressions of disapproval and statements of fault, weakness or disadvantage): Producing or perceive a display of low values for some target 38/European and LOVE IT/Pointed criticism/Nick Kyrgios claims he's 'learned' his lesson after his vile sex sledge on Stan Wawrinka and says there 'won't be a next time' I cant stand this guy. he needs a massive smack in the chops. This comment contains in conventional form of impoliteness of pointed criticism. The participant said that he/she can bear Kyrgios’s statement which condescend Wawrinka’s girlfriend that is impolite to interlope. 65/My Opinion/Pointed criticism/Aisleyne Horgan-Wallace puts on a very busty display in plunging black dress while Nicola McLean matches in racy sheer number for girls' night out They look like a pair of dogs In this comment, My Opinion uses conventional form of impoliteness of pointed criticism. He/she stated that Aisleyne and Nicola’s dress are awful and looks like a pair of dogs. E. CONCLUSION This research is about impoliteness strategies used by the readers who written the comments in Dailymail website. After analyses the data, the researcher found that there are five impoliteness strategies used and three types of the conventional form are used. Related to the first research question about impoliteness strategies which are used by the reader while written the comments, the researcher found out five strategies of impoliteness intended by Culpeper are used. The five impoliteness strategies are bald on record, positive impoliteness, negative impoliteness, sarcasm or mock politeness, and off-record impoliteness. Then, the researcher found out three categories of the conventional form of impoliteness proposed by Culpeper, there are patrionising behavior, insult and pointed criticism. BIBLIOGRAPHY Crystal, D. and Varley, R. (1993). Introduction to Language Pathology. 3rd edn. London: Whurr. Culpeper, J. (1996). Towards an anatomy of impoliteness. Journal of Pragmatics, Volume 25, Issue 3, 349-367. Levinson, S. C, (1983). Pragmatics. London: Cambridge University Press. Peccai, J. S. (1999). Pragmatics. London: Routledge. Culpeper, J. (2005). Impoliteness and Entertainment in the Television Quiz Show: The Weakest Link. Journal of Politeness Research, Volume 1, 1612-5681. Culpeper, J. (2010). Conventionalised impoliteness formulae. Journal of Pragmatics, Volume 42, 3232-3245. http://edutechwiki.unige.ch/en/Computer-mediated_communication, April, 1, 2010. http://www.dailymail.co.uk Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 TEACHERS’ BELIEFS AN PRACTICES OF ENGLISH TEACHING (A Case Study at MTs. N Jeketro) Zaenul Wafa A Graduate student of Language Studies Muhammadiyah University of Surakarta E-mail: [email protected] Abstract Teacher’s belief is a stunning issue for several years. The beliefs that the teachers hold will be a navigation to use by the teacher in their class. Teachers’ beliefs are important for understanding and improving educational process. The good education quality depends on the good teacher. The purpose of this study is to explore teachers’ beliefs about English teaching at MTs N Jeketro and to investigate the factors are shape the beliefs. This case study attempts to explore the English teachers’ beliefs about English teaching. The technique of collecting data used is semi-structured interview, classroom observation and document analysis are applied to collect the data from participants. The finding of teachers’ beliefs at MTs.N Jeketro is (1) importance of English teaching (2) approach (3) principle (4) method (5) learning activity (6) teachers’ roles (7) learners’ roles, and the factors shape teachers’ beliefs are (1) experience as language learners (2) training or seminar that teachers participated, (3) experience works best and (4) institution policy. Keywords: Teachers’ Beliefs, English Teaching, Case Study, MTs.N Jeketro 1. INTRODUCTION Teacher beliefs have been major study for several years. Scholars and practitioners in education agree with the proposition that teacher belief is being inseparable part in Education. Notion of teacher belief is still debatable. It can be traced on the continuum of teacher’s belief terms. Kaymakamoglu (2009) classified a few terms of teacher beliefs as follows: in 1986 Clark and Peterson called it as “teacher thinking” and Pajares in 1992 stated as “teacher beliefs”, Borko and Putnam in 1995 used a term “teacher knowledge” and “teacher craft knowledge” used by Cooper and Mcntyre in 1996, “teacher image” by Black (2002), and in 2003 Borg called as “teacher cognition” and others. (Borg, 2001:186) said that teaching decision are made under the influence of beliefs and teaching becomes a personal act because beliefs are “accepted” as true by the individual. Good and qualified teachers are essential for efficient functioning of educational systems and for enhancing the quality of learning. It is relevant with Wibowo (2014): 320 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 321 A good teacher and actions to be taken on his part in the classroom play a vital role in provoking effective and efficient learning on the part of the students. Teachers also have a fundamental role in their learners’ academic achievement and their quality can highly influence student outcomes. Combs cited in Mulkey (2015) remarks that the most important single case of a person’s success of failure educationally has to do with the question of what he believes about himself. A belief is a set of big narration that human hold influencing the way human behave in their life. In teaching and learning activity, teacher belief is an influential factor to operate teaching and learning activity successfully. For the teachers holding belief in teaching that learners will understand subject matters when they drill lesson regularly through memorization, they will ask for the students to memorize during teaching and learning activity. In the other hands, teachers holding belief in teaching that learners will understand easily the subject if they exposure learning by doing. The teachers will formulate the materials to engage the students actively in teaching and learning activity. 2. LITERATURE REVIEW a. Definition of teacher’s belief There are several experts define the meaning of teachers’ beliefs. (Green,1971: 104) argues that a teacher belief seems as a proposition that is accepted as true by the individual holding the belief. While, Borg (2001) defines a teacher belief is a proposition which may be consciously or unconsciously held, and something is accepted as true by the individual, and therefore the beliefs inspire and guide the people‘s thought and behavior. Calderhead (1995, cited in Ispri, 2015: 17) affirms that teachers' beliefs refer to teachers' pedagogical beliefs or those beliefs of relevance to an individual teaching. b. The importance of teacher’s belief Teachers’ beliefs are integral discussion to make sure the quality of education. Kocaman and Cansiz (2012: 799) stated that teachers’ beliefs are considered to greatly influence teaching practice. Furthermore, Johnson (1994: 439) confirm that teachers’ beliefs can help teachers’ strategies for coping with challenges in their teaching process and how they shape students’ learning environment. Liao (2007: 45) conveyed that understanding the importance of teachers’ beliefs and practices are: a. To inform researchers and teacher trainers about how teachers implement their teaching in the classroom b. To understand how teachers conceptualize their approach and work. 322 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 c. To understand teacher professional development d. To look at the quality education served by the teachers e. To find the factors that are responsible for shaping the beliefs f. To provide appropriate teacher education programs. g. To assist teachers to make sense of the complex and multidimensional nature of classroom life, to identify goals, and to shape their evolving perceptions of themselves as teacher (Richard and Lockhart cited in Fauziati, 2015: 55) c. Aspects of teachers’ beliefs Recent studies related to teachers’ beliefs have explored various aspects of beliefs such as belief about teaching, belief about learning, belief about subject matter etc. Reynold cited in Ispri (2015: 18) categorizes that there are three aspects of teachers' beliefs, those are (1) learning and learner, (2) teachers' instructional roles and (3) student activities. Basturkmen (2004: 215-217) added that there are five aspects of teachers' beliefs: (1) practical (2) personal practical (3) subject matter content (4) pedagogical content, and (5) curricular, while Richard and Rodgers add a couple of belief aspects; those are belief about (1) English (2) learning (3) teaching (4) program and curriculum (5) language teaching as profession. d. The Sources of Teachers’ Beliefs The sources of beliefs can be complex. It can be from culture, policy and the experience the teachers go through. Muijs & Reynolds (2011, cited in Marati, 2014:17) stated that beliefs are formed by several different factors that can make them difficult to change such as: a) The experience of teachers; when they were a student in their school. b) Teacher training; where they got some experiences that can shape their new sets of beliefs and practices considering their teaching and thus can modified their former beliefs. c) The school culture where they work since they are involved as the integral part who take the norms and values from the place, and d) The experience of life and professional development that can overtime modify their beliefs. Similarly, Richard & Lockhart (1997:30) confirm that teachers' belief systems are built up gradually over time and consist of both subjective and objective Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 323 dimensions. (Kindsvatter, Willen, and Ishler,1988 cited in Richard and Lockhart,1997) assert that the source of teachers’ beliefs, they are 1. Their own experience as language learners. 2. Experience of what works best 3. Established practice 4. Personality factors 5. educationally based or research-based principles. 6. Principles derived from an approach or method. 3. METHODOLOGY a. Type of research The type of the research is qualitative with the case study approach. The design type of case study employed is descriptive case study. It started with the researcher presents a descriptive theory which establishes the framework for the researcher to follow throughout the study and what is searched by this approach is the formation and identification of a clear theoretical orientation before stating research questions. The researcher must also determine before beginning the research exactly what the unit of analysis in the study will be. b. Problem statements 1. What are teachers’ beliefs about English teaching at MTs N Jeketro? 2. Is there any discrepancy between teachers’ beliefs and their practices? 3. How are those beliefs implemented in classroom practices? 4. What factors are responsible for shaping teachers' beliefs and their classroom practices? c. Participant of the study The participants of the study are four English teachers at MTs.N Jeketro. Three teachers are experienced and certificated teachers and one novice teacher. T1 is a novice teacher with 4 year teaching experience, T2 is certificated and experienced teacher with 11 teaching year experience, T3 is 19 teaching year experience and going to be 20 years by the beginning of March and the last, T4 has master degree and 11 year experience. d. Technique of collecting data This study uses interview, classroom observation and document analysis to collect the data. The interview is semi-structured interview with the guidelines 324 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 adopted from Richard and Rodger. The classroom observation is narrative form and document analysis is the material, students’ note and workbook used by the four English teachers. e. Data analysis Data analysis is used in this study is Miles and Hubberman 1994 Model which is begun with a series steps; (1) data reduction, (2) data display then (3) conclusion drawing/ verification. 4. FINDINGS The findings of teachers’ beliefs and practices of English teaching at MTs.N Jeketro can be categorized into some categories: (1) the important of English (2) functional approach (3) principles (4) workbook oriented (5) methods (6) learning activities (7) teachers’ roles (8) learners’ roles and from those beliefs demonstrated by T1, T2, T3 and T4 can be concluded that there are no discrepancies between teachers’ beliefs and their practices. a. Implementation of T1’s beliefs T1 is a novice teacher. T1 is discipline and on time to teach in the class. The approach used by T1 is functional approach, T1 believed that the language is supposed to be taught based on the function. In the observations the researcher found that T1’s beliefs are consistent with the practices. T1 taught about the language function in the class, such as expression of happiness, expression of sympathy, recount text and others. T1 had beliefs that the teaching and learning principles T1 holds is fun and interactive. The researcher often sees how close T1 with the students, T1 greets on the way classroom to other classes, then coming to the class and drew students’ attention by asking the activity before the students come to the class while calling the students’ names one by one, one of the eighth graders. T1 was not only friendly teacher but also kind. T1 always uses own material for the students and it looks reasonable than adopting the textbook or workbook totally. In the beginning, T1 asked for the students to see the previous material discussed then T1 posed a couple of question to the students. Then, T1 continued the lesson, T1 explained in short the lesson of the day and T1 instructed the students to teach the seatmates loudly each other, a few minutes later, T1 distributed the worksheet and a summary of the lesson to the students. During the lesson, T1 was active to check the students’ works, T1 walked around while asking the reasons why the students picked up the answers. S1 said that T1 always asked for the students to do exercises such as fill in blank, match word and others. Then, a couple of minutes later, T1 offered the students to Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 325 write their work in white board, T1 will give additional score for the students who would like to answer the question in white board. The rest of teaching and learning, T1 always reminds the students to brush up the material because T1 will ask questions before continuing the lesson. T1’s beliefs implemented in the classroom are functional approach, fun and interactive learning principle, authentic material, drill method, practice activity, a facilitator role and students as a partner; T2’s beliefs illustrated in the classroom are functional approach, cooperative principle, workbook as primary source, discussion method, guided-discovery learning, a facilitator role, students as a receptacle; T3’s beliefs are implemented in the classroom are functional approach, cooperative principle, workbook as primary source, reading method, comprehension activity, teacher as a facilitator, students’ as a raw material and T4 reflected the beliefs: functional approach, fun and interactive, workbook as primary source, simulation method, application activity, teacher as a facilitator and students as an active participant, the factors that are responsible for shaping those beliefs are experience as language learners, training or seminar that teachers participated, experience works best and institution policy. b. Implementation of T2’s beliefs T2 has adequately good teacher. T2 is warm for their students. In the observations are done by the researcher T2’s beliefs and practices are congruence. The implementation of the functional approach can be seen from the teaching performance T2 shows in the class, T2 delivers materials related to the expression in English, recount text, descriptive text and others. In the beginning of the lesson, T2 always greet in a soft voice while smiling to the students, then a few minutes later, T2 divides the students into some groups and before T2 tells the material is going to talk about T2 gives like ice breaker, T2 provides a piece of paper to fill in the precise word or sentence in English for the group then they work in group and for the last group that submit the work, the group have to sing a song that provided by T2 in the projector screen. T2 sets passwords in the class to draw students’ attention for instance when T2 says “Class?” and the students should reply “Hi”, and when T2 says “class, class?” the students should reply “yes, sir or yes miss”. Then, T2 checks sure the students’ readiness by saying “are you ready to study class?”. after that, T2 asks for the students to open the workbook entitled Medali (Media Belajar Berprestasi, published by Penerbit dan Percetakan Indonesia Jaya, Surakarta, 2015). The students are excited with the lesson “family”, they work in group and talk each other, and T2 checks each group then 15 minutes later, the captain of the group come to the front to show the work they have worked in the group. Afterwards, T2 gives a group task that must be collected in the following meeting. T2 has consistent beliefs and the practices 326 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 such as functional approach, cooperative principle, discussion method, application activity, teacher’s role as a facilitator, learners’ role as a receptacle. c. Implementation of T3’s beliefs The next is the teachers’ beliefs of T1 and the implementation of the beliefs in the classroom. T3 has belief that teaching English shouldn’t concentrate on the grammatical orientation but it must be based on the function. T3 explained that human is a language user who uses it when required and it is supposed to teach based on the function of language such as genres based, short functional text, and daily expressions. T3 assumed that cooperative learning is one of effective ways to do in the classroom, and the students can learn from other students in a group. Student 3 (S3) conveyed that: T3 sering membagi siswa kedalam beberapa kelompok terus mendiskusikan bacaan dalam kelompok, nanti sekitar 10 atau lima belas menit tergantung banyak sedikitnya bacaan yang diberikan kemudian T3 mengoreksi hasil kerja tiap-tiap kelompok (S3, Interview, R6, 9E, November 14th, 2015) T3 claims that the focus is reading because the students will not only get information about what they have read but also it will increase their understanding of a text. S3 affirms that T3 gives various of text types such as description of pet, recount text “on vacation”, story of Malin Kundang and others. Bacaan yang di berikan oleh T3 banyak mas, misal tentang hewan kesayangan, cerita liburan, dongeng Malin Kundang, dan Kangguru (S3, Interview, R7, 9E, November 14th, 2015) T3 uses a workbook entitled “Incer” (Indonesia Cerdas, published by PT. JePe Press Media Utama, 2015, Surabaya) as the primary source, to make more interesting T3 copy one of the worksheet in workbook then distributed to each group, and when T3 has bestowed the reading text, T3 immediately asks for the students to understand of the topic of the text, the main idea and the information the students gain from the text. T3 has similar to other teachers. T3 maintains the students’ focus by looking into every group while posing several questions about how the students select the answers. Then, the groups submit the work, and if there still left time, T3 sometimes makes a quiz related to the lesson, T3 will give additional scores for all the team members who can submit earlier is going to give 20 scores for the total of the daily assessment, the second team will get 15 scores, the third will get 10 scores, then the next team will get 5 scores and for the last team need to sing any songs in English, the team know. All the students look motivated and happy for the quiz. T3 controls all the students’ activities and if the students do not follow the direction T3 will give punishment such as cleaning the class, memorizing the vocabulary in front of the class, and rewrite the lesson of the day multiples into 3 times. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 327 d. Implementation of T4’s beliefs The last is teacher’s beliefs of T4 and the implementation T4 demonstrated in the classroom. T4 believes that functional approach is a precise approach to do in the class. T4 assumed that functional approach itself sees a language is a vehicle to express the meaning and it will be great if the teaching is underlain on the useful expressions such as offering expression, greeting expression or in the the text context the teaching is delivered in the genre of English text. In the class, T4 speaks English as much as possible to trigger the students’ motivation and interest that English is a matter of habit and brave to practice it. T4 is personally kind and patient with the students. In the beginning T4 comes into the class, T4 always greets and smile to the students warmly. The principles of teaching T4 showed in the class is fun and interactive learning. T4 opens the class by showing printed numbers in a rectangle card size and asking for students to answer in English. S4 explained that T4 always ask questions about thing around the class, guessing words, favorite food and the students must answer in English. The material used by T4 is same workbook that T2 uses in the class. then the Method implemented is consistent that T4 holds the belief that role-playing is proper method to use, T4 suggests the students to do role-playing in the class related to the current lesson. Before doing role-playing the students need to set the role will be taken in the text and when the students do not understand the roles T4 comes closer to guide and direct the students to take a role as the students’ interest. The core unit of the learning activity is application activity where T4 concerns on the students’ performance in the class, in narrative lesson in the third observation T4 asks for the students to do role-play. The students can choose any topic related to narrative stories. T4 provides twenty minutes to prepare for each group then the group will present in the class. The role that T4 demonstrates in the class is congruent with T4’s belief namely as a participant or facilitator. During the teaching and learning, T4 performs as a facilitator. T4 explains as required and assist the students to do learning. Every meeting T4 demands the students to participate actively in teaching and learning, T4 will asks for the students to perform in front of class or answer the task given by T4 in the white board. e. The factors shape teachers’ beliefs Based on the finding of the research, there are four factors that shape the teachers’ beliefs and practices at MTs N Jeketero. Those are teaching experience works best, training, policy and education. 1. Experience as language learner 328 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 Not all English teachers have a dream to be English teachers. One of the teachers (T3), in the beginning T3 had a dream to be an engineer of agriculture because T3 did not pass the entrance examination, finally T3 selected to be an English teacher as T3’s interest. T1, T2 and T4 agreed that that education has huge impact to build the beliefs. the education process from the first the teachers studied English to the last education they gain strongly shape their beliefs. Then, T1 insisted that: Proses pendidikan yang saya alami ketika saya pertama kali belajar bahasa inggris sampai setelah saya lulus dari pendidikan bahasa Inggris ikut berperan dalam pembentukan keyakinan saya dalam menyelenggarakan kegiatan belajar mengajar (T1, Interview,2, R14, October 16th, 2016) From the discussion above, it can be summed up that education during the study in school as well as in university play important role in shaping teachers’ beliefs and how the beliefs drive them to follow and implement in the practice. 2. Training Most teacher believe that training has big impact to the teacher beliefs and practice. T1, T2, T3 and T4 are aware that training time by time can modify the beliefs they have hold. T1 noted that Pelatihan-pelatihan yang saya ikuti berpengaruh terhadap beliefs yang saya yakini dan itu juga menguatkan praktik pengajaran selama di kelas (T2, Interview,2, R 14, October 15th, 2015) Form the information above, it can be concluded that the trainings they participate assist them to enrich the teaching foundation and regularly shape their beliefs. when they conduct teaching, they feel that there are assumptions underlie before selecting a precise approach, method, roles in the teaching and learning as well as leaning activity. 3. Personality T3 argued that personality drives the teacher to do what the inside belief tells and indirectly it is reflected in the practice. Although, personality factor has emerged as dominant belief, it cannot be ignored that personality factor is caused by the accumulation of teaching experience, training and books as well as article publication to shape the belief. Kalau saya pribadi dari dorongan personal saya, itu mungkin juga hasil dari akumulasi pengalaman saya saat mengajar di kelas, pelatihan-pelatihan, buku-buku atau artikel yang saya baca akhirnya muncul suatu dorongan dan gagasan bagaimana saya mengajar di kelas mas (T3, Interview,2, R14, November 14th, 2015) Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 329 4. Teaching experience works best All teachers believed that the most dominant factors that influence teachers’ beliefs are teaching experience works best. They affirmed that automatically what they have undergone cause the implementation in the classroom. T4 added Apa yang kita alami dikelas secara tidak langsung mempengaruhi praktik pengajaran kita selanjutnya dan itu mengakar kuat jika kejadian itu kita alami berulang kali (T4, Interview, R14, November 30th, 2015) 5. CONCLUSION From this study, it can be inferred that teachers’ beliefs have huge impact to determine and guide the teachers’ beliefs toward their practices in line. The reflection of beliefs can be translated into different implementation in the classroom based on the context the teachers confront in their real class. The context can be the age of students, teaching duration, and students’ characteristic. The factors dominate the teachers’ beliefs and practices experience as language learners, training or seminar that teachers participated, experience works best and institution policy. REFERENCES Azqar, Saifudin (1998). ”Metode Penelitian”, Yogyakarta: Pustaka Pelajar, p.8 Arikunto, Suharsimi, 1991, ”Prosedur Penelitian Suatu Pendekatan Praktik”, Jakarta: Rineka Cipta Alamu, Adrian (2010) Teacher Beliefs, Knowledge, and Reported Practices Regarding Numeracy outcomes in The Solomon Islands. 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A thesis of Graduate Program at University of Muhammadiyah Surakarta Surabiya (2015) Teachers’ beliefs and classroom practices in teaching grammar: a case study at Basic English Course (BEC) Pare Kediri. A graduate student theis of Sebelas Maret University of Surakarta Tsui, Amy (2003) Understanding Expertise in Teaching: Case Studies of Second Language Teachers.Cambridge University Press. Xin Tao & Shen Juliang. (1999). On Teachers’ Beliefs. Journal of Beijing Normal University. Vol. 1. 5-12 Xu, Li (2012) The Role of Teachers’ Beliefs in the Language Teaching-learning Process. Academy Publisher Manufactured in Finland. Theory and Practice in Language Studies, Vol. 2, No. 7, pp. 1397-1402, July 2012 Y.S. Lincoln and E.G Guba, (1985) Naturalistic inquiry. Beverly Hills: Sage, 1985. Wang, W. (2006). Exploring teacher beliefs and practice in the implementation of a new English language curriculum in China: Case studies. APERA conference. University of Hong Kong. Westwood, Peter (2008) What teachers need to know about teaching method. Australian Council forEducational Research Ltd 19 Prospect Hill Road, Camberwell Victoria, 3124, Australia Wibowo (2014) “The students’ perceptions on characteristics of effective English teacher: a study at sixth semester students of English department of Muhammadiyah University of Surakarta”. Published e-print UMS. Wasserman, Jack (2013) Overview of Learning Activities. Pacific Crest VIRTUAL REFERENCES Kitao, Kenji (1996) Why do we teach English. Retrieved in http://iteslj.org/Articles/KitaoWhyTeach.html, On February, 15th, 2016. Wil (2015) how English became the global language. Retrieved on February 2nd, 2015 in http://englishlive.ef.com/blog/english-became-global-language/ Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 PERCEPTION OF IMPOLITENESS BY INDONESIAN EFL LEARNERS Muhammad Zaki Aditama Muhammadiyah University of Surakarta [email protected] (085647501400) Abstract – This study aims to analyze the type of impoliteness of criticism production that used by Indonesian EFL learners. The object of the research is Indonesian EFL learners’ perceptions of impoliteness. In analyzing the types of perception of impoliteness the researcher use the theory of Nguyen (2005). The result of the study found that types of criticism that mostly used in movies is indirect criticism. It proved by the mount of indirect criticism that found in movies are 57 indirect criticisms, and 33 direct criticisms. Keywords: Criticism; EFL learners; Perception; Impoliteness A. INTRODUCTION Politeness and impoliteness are the examples of the pragmatics phenomena, impoliteness as the focus of this study, the concept of impoliteness is a universal phenomenon which occurs among all cultures but its manifestation may vary from culture to culture. Even within the same culture, the manifestation of impoliteness may differ from social context to social context. This is because no linguistic utterance is potentially impolite till judged as such or otherwise by a particular society. However, impoliteness research has become popular only recently (cf. Bousfield, 2008; Culpeper; 2009; Saidi, 2015; Tajeddin et al., 2014; Culpeper et al., 2010) researchers have been working on describing how this phenomenon is manifested in different languages. Culpeper (1996: 355) argues that impoliteness is very much the parasite of politeness. He makes a distinction between ‘inherent impoliteness’ and ‘mock impoliteness’. In some instances the conjunction of act and context does give rise to impoliteness that may be said to be inherent, since it cannot be completely mitigated by any surface realisation of politeness. The notion of inherent impoliteness irrespective of contexts only holds for a minority of acts. Mock impoliteness, or banter, is impoliteness that remains on the surface, since it is understood that it is not intended to cause offence. According to Culpeper (2009: 18) current definitions of impoliteness deploy the following concepts: face, social norms and rights, intention and emotion. They generally lean either towards the notion of face or the notion of social norms. With regard to face, Quality face turned out to be overwhelmingly the most important type of face relating to impoliteness. Social norms as authoritative standards of behaviour are the basis of sociality rights. He argued that that these rights relate to morality, and that this is an important feature of impoliteness. Intentionality is criterial, however people take offence even if they know that the behaviour that caused it was not fully intentional. Emotions are key to impoliteness. Van Dijk in Culpeper (2009: 19) claims that evaluative beliefs, which constitute attitude schemata, may be associated with emotive aspects, such as like and dislike. 332 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 333 Kecskes (2015: 43) argues that impoliteness may work differently in intercultural interaction than in L1 communication. Most of the studies have taken a cross-cultural approach (cf. Kecskes, 2015; Tajeddin et al, 2014; Chang, 2008; Culpeper et al, 2010) most of them argued that impoliteness may work differently in inter-cultural interaction than in L1 communication. Focussing on proposional meanings interlocutors may sometime be unware of impolieness because it is conveyed implicity or through paralinguistics means that fuction differently for speakers with different L1 backgrounds. It means that there still a limited number of researcher have looked into the possible differences in the realization and performance of the impoliteness by EFL learners in L1 communication. Bearing in this mind the writer tries to cast further light on Indonesian EFL learners’ perception of impoliteness. Against this backdrop, this study focused on Indonesian EFL learners’ perception of impoliteness realized in criticism production. Understanding these differences will shed light on variation in the perception of impoliteness in speech act production, particularly criticism performance. The speech act selected to explore impoliteness in this study was criticism. First of all, criticism is among the speech acts which are most likely to be considered as impolite when the speaker does not use sufficient criticism strategies to produce it. The writer takes the relevant previous study to prove the originally of this research. Among those studies are: Tajeddin et al. (2014) investigated native English speakers’ and English as a foreign language (EFL) learners’ perception of (im)politeness. The objective of this study was to examine variations in native English speakers’ and EFL learners’ perceptions of (im)politeness embedded in apology production. The study aimed to investigate what criteria they would take into consideration while evaluating the degree of (im)politeness of apology utterances. Content analysis of respondents’ comments indicated that both groups mentioned similar (im)politeness criteria. However, the analysis of frequency counts displayed significant differences between the two groups in their degree of preference for each (im)politeness criterion. Saidy (2015) conducted a research study about Iranian EFL learners’ perceptions of (im)politeness of request speech act in request situation that lacked any politeness marker across two genders. The results indicated that both males and females had similar perceptions regarding the (im)politeness of the requests while their responses showed some variation. The possible underlying reasons behind this variation across genders were discussed and some suggestions for further research were presented. Generally speaking, though, one might conclude that gender would not influence the addressee’s perception of the degree of politeness of the request speech act in both formal and informal settings. Laitinen (2011) did a research about the phenomenon of impoliteness by investigating a famous American hospital series House M.D., which has been aired in the United States since 2004, and in Finland since 2006. The show is known especially for its main character breaking the norms of communication, not just in a regular social interaction but in doctor – patient interaction, too. Thus the main focus of the thesis is on the impoliteness strategies that the main character of the series. the main focus of the thesis is on the impoliteness strategies that the main character of the series, Dr. Gregory House, uses. The basis of the analysis is on Jonathan Culpeper's impoliteness strategies (1996) but also Peter A. Andersen's categories of nonverbal communication (1999) are used when the issue of nonverbal impoliteness is considered. The secondary focus is on the reactions of Dr. House's patients after he has been impolite towards them. For this I used Derek Bousfield’s (2007) theory on the anatomy of impoliteness, and more particularly his chart of how impoliteness can be responded to. Considering the first research question about which impoliteness strategies House uses in the series, it was 334 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 found out that all the impoliteness strategies listed by Culpeper (1996) were used. However, all of Andersen’s categories of nonverbal communication were not present: two of them, proxemics and haptics (Andersen, 1999), were not involved in any of House’s face attacks. The other research question examined the reactions and responses of the patients. The analysis revealed that many of the patients did not understand House’s face attack. Although conversations are written beforehand instead of being spontaneous there may be a few reasons why the patients are made to react as they do. Chang (2008) explored the variables in perceptions of (im)politeness in an intercultural apology, focusing on discussion of the cultural and gender differences. Through the study’s instrument, a conversation between an Australian and a Taiwanese Chinese speaker, the study suggests that there are indeed some differences in perceptions of (im)politeness across different cultural groups, since the participants from these two backgrounds tend to use distinctive strategies to make apologies. The study’s findings indicate that the cultural factor is more influential in the perceptions of (im) politeness than the gender factor. In this study, there is one main problem regarding perception of impoliteness by Indonesian EFL learners as follows: a. What types do Indonesian EFL learners to judge impoliteness in criticism production? B. UNDERLYING THEORY In this chapter the writer uses some theoretical review that will be use to analyze the data of this study. It deals with some theories such as impoliteness, speech acts, EFL learners, speech acts of criticism. 1. Impoliteness Impoliteness research has become popular only recently (cf. Bousfield, 2008; Culpeper; 2009; Saidi, 2015; Tajeddin et al., 2014; Culpeper et al., 2010). According to Bousfield (2008: 72), impoliteness is the broad opposite of politeness, in that, rather than seeking to mitigate face-threatening acts (FTAs), impoliteness constitutes the communication of intentionally gratuitous and conflictive verbal face-threatening acts (FTAs) which are purposefully delivered: 1. Unmitigated, in contexts where mitigation is required, and/or, 2. With deliberate aggression, that is, with the face threat exacerbated, ‘boosted’, or maximised in some way to heighten the face damage inflicted. Furthermore, for impoliteness to be considered successful impoliteness, the intention of the speaker (or ‘author’) to ‘offend’ (threaten/damage face) must be understood by those in a receiver role. With the above definition then, it means that impoliteness does not exist where one, but not both of the participants (in two-party interaction) intends / perceives face-threat. Culpeper (1996: 355) investigated impoliteness the use of strategies that are are designed to have the opposite effect – that disruption. These strategies are oriented towards attacking face an emotionally sensitive concept of the self (Goffman,1967; Brown and Levinson, 1987). On the other hand, Watss (2003: 18) also suggested that impoliteness is clearly a salient form of social behaviour in the sense that it appears to go against the canons of acceptable, appropriate behaviour operative for the ongoing social interaction. In other words, lack of politeness is associated with intimacy, and so being superficially impolite can promote intimacy. Clearly, this only works in contexts in which Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 335 the impoliteness is understood to be untrue. Leech, however, neglects to specify what these contexts might be. a. Bald--on--record impoliteness: the FTA is performed in a direct, clear, unambiguous and concise way in circumstances where face is not irrelevant or minimized. b. Positive impoliteness: the use of strategies designed to damage the addressee’s positive face wants, e.g. Ignore, snub the other -- fail to acknowledge the other's presence. Exclude the other from an activity. Disassociate from the other -- for example, deny association or common ground with the other; avoid sitting together. Be disinterested, unconcerned, unsympathetic. Use inappropriate identity markers -for example, use title and surname when a close relationship pertains, or a nickname when a distant relationship pertains. Use obscure or secretive language -- for example, mystify the other with jargon, or use a code known to others in the group, but not the target. Seek disagreement -- select a sensitive topic. Make the other feel uncomfortable -- for example, do not avoid silence, joke, or use small talk. Use taboo words -- swear, or use abusive or profane language. Call the other names -- use derogatory nominations. c. Negative impoliteness: the use of strategies designed to damage the addressee’s negative face wants, e.g. Frighten -- instill a belief that action detrimental to the other will occur. Condescend, scorn or ridicule -- emphasize your relative power. Be contemptuous. Do not treat the other seriously. Belittle the other (e.g. use diminutives). Invade the other's space -- literally (e.g. position yourself closer to the other than the relationship permits) or metaphorically (e.g. ask for or speak about information which is too intimate given the relationship). Explicitly associate the other with a negative aspect -- personalize, use the pronouns 'I' and 'you'. Put the other's indebtedness on record. Violate the structure of conversation – interrupt. d. Off--record impoliteness: the FTA is performed by means of an implicature but in such a way that one attributable intention clearly outweighs any others. e. Withhold politeness: the absence of politeness work where it would be expected. For example, failing to thank somebody for a present may be taken as deliberate impoliteness. 2. Speech Acts People always communicate each other. They exactly have certain intention for doing the communication. When they produce utterances, they have many purposes such as making statement, describing event, and stating of affair etc. The utterances are also used to do something such as to make question, order, request, forbid and many more. Those kinds of action are called speech act which is concerned with utterances. According to Searle, speech acts are the basic or minimal units of linguistic communication (1996). In keeping with the speech act theory, the purpose of our communication is to deliver our message precisely in relation to the production of speech act. People do not only produce utterances containing grammatical structures and words, they perform actions via those utterances. Actions performed via utterances are generally called speech act. (Yule, 1996) According to J.L Austin, speech act treats an utterance as an act performed by a speaker in a context with respect to addresses. 336 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 3. Speech Acts of Criticism According to Michel and Fursland (2008) all of us have been criticised at some point in our lives. Being able to accept criticism assertively is one of the most important tasks we face on our journey to maturity. The word criticism comes from an Ancient Greek word describing a person who offers reasoned judgement or analysis, value judgement, interpretation or observation. So to accept criticism maturely we need to be able to accept feedback in the form of analysis, observation or interpretation from other people about our behaviour. In the present study, criticizing refers to an illocutionary act whose illocutionary point is to give negative evaluation on the hearer’s (H) actions, choice, words, and products for which he or she may be held responsible. This act is performed in hope of influencing H’s future actions for the better for his or her own benefit as viewed by the speaker (S), or to communicate S’s dissatisfaction/ discontent with or dislike regarding what H has done but without implying that what H has done has undesirable consequences for S (adapted from Wierzbicka, 1987). Based on the above definition of the criticizing speech act, the speech act of responding to criticism in this present study is defined as a verbalized reaction to a given criticism. (Nguyen, 2005: 7) The following preconditions need to be satisfied in order for the speech act of criticizing to take place: a. The act performed or the choice made by H is considered inappropriate according to a set of evaluative criteria that S holds or a number of values and norms that S assumes to be shared between himself or herself and H. b. S holds that this inappropriate action or choice might bring unfavorable consequences to H or to the general public rather than to S himself or herself. c. S feels dissatisfied with H’s inappropriate action or choice and feels an urge to make his or her opinion known verbally. d. S thinks that his or her criticism will potentially lead to a change in H’s future action or behavior and believes that H would not otherwise change or offer a remedy for the situation without his or her criticism. (Adapted from Wierzbicka’s discussion of criticisms, 1987 and Olshtain and Weinbach’s discussion of complaints, 1993) 4. Taxonomy of Criticism According to Nguyen (2005) the taxonomy of criticisms used in the present study, illustrated with samples from the current data. The taxonomy was developed base on her study of L2 New Zealand English criticisms and modified to fit the fresh data of the current study. It should be noted that a criticism may be made up of a number of formulae (CF). For example, the following criticism consists of three formulae (two statements of problem [that the writer had two conclusions and there were structural problems] and a suggestion [that it might be better if the writer ordered the two conclusions in a certain way]): ‘‘umm I’ve just got through this ah and then it’s once again in the end of the structure I thought you had two conclusions as well (.) so (.2) but they’re both good (.) so I thought maybe if that one came after that one cause that was more of a conclusion than that one perhaps that would be better so they were more like the structural problem’’ (NS). Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 337 Type Charateristic 1. Direct criticism Explicitly pointing out the problem with H’s choice/ actions/ work/ products, etc. a. Negative evaluation Examples Usually expressed via evaluative adjectives with ‘‘I think ah it’s not a good way negative meaning or to support to one’s idea (L), evaluative adjective with ‘‘Umm that’s not really a good positive meaning plus sentence’’ (NS). negation. Describing S’s attitude towards H’s choice, etc. b. Disapproval c. Expression of disagreement Usually realized by means of negation word ‘‘No’’ or performatives ‘‘I don’t agree’’ or ‘‘I disagree’’ (with or without modal) or via arguments against H. ‘‘I don’t like the way you write that (L). ‘‘I don’t quite agree with you with some points (.) about the conclusion’’ (L), ‘‘I don’t really agree with you 3as strongly as4 you put it here’’ (NS). Stating errors or problems found with H’s choice, etc. ‘‘And there are some incorrect words, for example ‘‘nowadays’’ (L), ‘‘You had a few spelling mistakes’’ (NS). ‘‘I can’t understand’’ (L), ‘‘I find it difficult to understand your idea’’ (L). d. Statement of problem Usually expressed by means ‘‘I can’t understand’’ (L), ‘‘I of such structures as ‘‘I find find it difficult to understand it difficult to understand . . your idea’’ (L). .’’, ‘‘It’s difficult to 338 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 understand . . .’’ e. Statement of difficulty f. Consequences Warning about negative consequences or negative ‘‘Someone who don’t— doesn’t effects of H’s choice, etc. agree with you (.) would straight For H himself or herself or away read that and turn off’’ for the public. (NS). Implying the problems with H’s choice/ actions/ work/ products, etc. by correcting H, indicating rules and standard, giving advice, suggesting or even requesting and demanding changes to H’s work/ choice, and by means of di¤erent kinds of hints to raise H’s awareness of the inappropriateness choice. 1. Indirect Criticism of H’s Including all utterances which have the purpose of fixing errors by asserting specific alternatives to H’s choice, etc. Usually stated as a collective obligation rather than an obligation for H personally or as a rule which S thinks is ‘‘safer’’ not ‘‘safe’’, commonly agreed upon and comparison’’ (L), ‘‘And you put applied to all. ‘‘their’’ I think th- e-r-e’’ (NS). Usually expressed via such structures as ‘‘you have to’’, ‘‘you must’’, ‘‘it is obligatory that’’ or ‘‘you are required’’ or ‘‘you need’’, ‘‘Theoretically, a conclusion ‘‘it is necessary’’. needs to be some sort of a Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 339 summary’’ (L). a. Correction Usually expressed via such structures as ‘‘will you . . . ?’’, ‘‘can you . . . ?’’, ‘‘would you . . . ?’’ or imperatives (with or without politeness marker s), or want-statement. b. Indicating standard Usually expressed via the ‘‘You must pay attention to grammar’’ (L), ‘‘You have to performative ‘‘I advise you . talk about your opinion in your . .’’, or structures with summary’’ (L). ‘‘should’’ with or without modality. Usually expressed via the c. Demand for change performative ‘‘I suggest that...’’ or such structures as ‘‘I still want you to consider ‘‘you can’’, ‘‘you could’’, ‘‘it would be better if ’’ or some points’’ (L), ‘‘What I ‘‘why don’t you’’ etc. would have liked to have seen is like a definite theme from the start like you’re just TA:LKING about it’’ (NS). Utterances expressing S’s uncertainty to raise awareness of inappropriateness of choice, etc. d. Request for change H’s the ‘‘You should change it a H’s little bit.’’ (L). Rhetorical questions to raise H’s awareness of the inappropriateness of H’s choice, etc. Including other kinds of hints that did not belong to (h) and (i). May include sarcasm. ‘‘I think if you make a full stop in here the ah (.) this sentence is clear is clear’’ (L), ‘‘It could have been better to put a comma (.) so ah ((laugh))’’ (NS). e. Advice about change ‘‘Are there several paragraphs ah not sure about the 340 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 paragraphs’’ (NS). f. Suggestion for change ‘‘Did you read your writing again after you finish it?’’ (L). ‘‘I prefer a writing style which are not too personal’’ (L). g. Expression of uncertainty h. Asking/presupposing i. Other hints C. Research Method In this study the writer will use descriptive qualitative research because the writer wants to describe the perception of impoliteness by Indonesian EFL learners in criticism production, such as students and teachers. The quality method is used because the writer concerns with the perception of impoliteness in criticism production. Therefore, the type of this study can be classified as qualitative study which gives a description for the impoliteness by Indonesian EFL learners. The data in this research taken from EFL learners’ perception of impoliteness in criticism production in movies. In collecting the Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 341 data the writer used questionaire as an instrument to collect the data. The writer uses DCT (Discourse Completion Tasks), DCT’ are short written descriptions of scenarios, followed by a short dialogue one participant in the scenarios. In this step, the writer analyzes the data based on the theory of Nguyen (2005: 7). D. Finding and Discussion It presents the answer of problem statement that contains some explanation which is compared the theory, the researcher presents the data that have been collected from participants and analyzes. TABLE 1. Sample data sheet of Types of Criticism Productionin Movies SAMPLE DIRECT CRITICISM INDIRECT CRITICISM N D E S S C A I D R A S E D P D S C C C C ‘‘I don’t quite agree with you with some points (.) about the conclusion’’ (L), ‘‘I don’t really agree with you 3as strongly as4 you put it here’’ (NS). √ ‘‘Are there several paragraphs ah not sure about the paragraphs’ ’ (NS). NO TYPES OF CRTSM DIRECT NE D ED SP SD C TOTAL INDIRECT √ MOVIES MV 1 2 3 4 1 1 11 E U MV 2 MV 3 2 3 2 1 2 10 3 2 4 2 1 12 A/ P O H 342 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 A IS DC RC AC SC EU A/P OH TOTAL TOTAL 2 2 1 2 1 2 3 4 2 19 30 1 3 2 1 2 2 2 3 4 20 30 1 2 3 2 2 2 2 4 2 18 30 From 30 participans the writer founds that types of criticism that mostly used in movies is indirect cricism. It proved by the mount of inderect cricism that found in movies are 57 indirect criticism, and 33 direct criticism. E. Conclusion There are 15 types of cricism production from all the types of cricism. Inderect cricism is mostly used in movies. Meanwhile direct cricism is not found too much in the movie. Negative evaluation 7, dissapprovsal 8, expression of dissagreement 10, statement of problem 4, statement of difficulty 2, consequences 2. For indirect criticism the writer found that correction 4, indicating standard 7, demand for change 6, request for change 5, advice about change 5, suggesstion for change 6, expression of uncertainty 7, asking or presuppossing 11, other hint 8. Bibliography Beebe, L.M., Takahashi, T., and Uliss-Weltz, R. (1990). Pragmatic transfer in ESL criticisms. In R.C. Scarcella, E.S. Anderson, and S.D. Krashen (Eds.), Developing communicative competence in a second language (pp. 55-94). New York: Newbury House Publishers. Bousfield, Derek, 2008. Impoliteness Amsterdam/Philadelphia. in Interaction. John Benjamins, Brown, Penelope and Stephen Levinson, 1987. Politeness: Some universals in language usage. Cambridge: Cambridge University Press. Chang, Wei-Lin. 2008. Australian and Chinese perceptions of (im)politeness in an intercultural apology. Paper of Pragmatic and Intercultural Communication. Chen, H.J. 1996. Cross-cultural comparison of English and Chinese metapragmatics in criticism. Indiana University. (ERIC Document Reproduction Service No. ED 408 860). Culpeper, Jonathan, 2009. Impoliteness: using and understanding the language of offence. In: ESRC Project. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 343 Culpeper, Jonathan, Marti, Leyla, Mei, Meilian, Nevala, Minna, Gila, Schauer. 2010. Cross-cultural variation in the perception of impoliteness: a study of impoliteness events reported by students in England, China, Finland, Germany and Turkey. Intercult. Pragmat. 7 (4), 597--624. Culpeper, Jonathan. 1996. Towards an anatomy of impoliteness. Journal of Pragmatics 25: 349–367. Fauziati, E. 2014. Methods of Teaching: English as a Foreign Language. Era Pustaka Utama. Surakarta Indrawati. 2011. Politeness in Community Practice. Journal of language and Literature. Kecskes, Istvan. 2015. Intercultural Impoliteness. Journal of Pragmatic Koh, Adelaine. 2014. The customer is (not) always king: Impoliteness in the service encounter. Desertation. Singapore: National University of Singapore. Kuntsi, Piia. 2012. Politeness and impoliteness strategies used by lawyers in the ‘DOVER TRIAL’. Thesis. Joensuu. University of Eastern Finland. Laitinen, Melina. 2011. Breaking The Rules of Communication: verbal and nonverbal impoliteness in the American Hospital drama House M.D. Thesis. Jyväskylä: University of Jyväskylä. Leech, Geoffrey, 1983. Principles of pragmatics. London: Longman. Levinson, Stephen C. 1983. Pragmatics. Cambridge: Cambridge University Press. Locher, Miriam and Derek Bousfield. 2007. ‘Impoliteness and Power in Language.’ In Impoliteness in Language, Derek Bousfield and Miriam Locher (eds.). Berlin: Mouton de Gruyter. Michel, F. 2008. Assert Yourself. Perth, Western Australia: Centre for Clinical Interventions. Nishimura, Yukiko. 2010. Impoliteness in Japanese BBS interactions: Observations from message exchanges in two online communities. Journal of Politeness Research. Saidi, Mavadat. 2015. EFL Learners’ Perception of (im)politeness: The Possible Gender Difference. International Journal of Language and Applied Linguistics. Setiyadi, Bambang. 2006. Teaching English as a Foreign Language. Graha Ilmu. Yogyakarta Tajeddin et al. 2014. Cross-cultural Perceptions of Impoliteness by Native Speakers and EFL Learners: The Case of Apology Speech Act. Journal of Intercultural Communication Research. Thomson, Rachel and Agyekum, Kofi. 2015. Impoliteness: The Ghanaian Standpoint. International Journal of Society, Culture, & Language Watts, Richard J., 2003. Politeness. CUP, Cambridge. Yule, George. 1996. Pragmatics. Oxford: Oxford University Press Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 THE REFLECTION OF WOMAN EMANCIPATION IN FATIMA MERNISSI’S DREAM OF TRESPASS (1994): A FEMINIST APPROACH MUVID BAYHAQI Muhammadiyah University of Surakarta 085878783964 [email protected] Abstract This study is aimed to show the conditions of women emancipation in Morocco, especially in the harem life by using feminist approach. It is done by establishing two objectives: the first is analyzing the novel based on its structural elements and the second is analyzing the reflection of women emancipation by using feminist approach. The result of the analysis will answer the problem statement. This research is qualitative research. Type of data of the study is text taken from two data sources: primary and secondary. The primary data source is the Dream of Trespass novel written by Fatima Mernisssi in 1994. While the secondary data sources are other materials taken from books, journals, and internet related to the study. Both data are collected through library research and analyzed by descriptive analysis. The result of the study shows the following conclusions. Firstly, based on the structural analysis, it is indicated that each of narrative elements of the novel is related one and each other. Secondly, the novel illustrates that women emancipation in the harem is mostly ignored. The women live with many rules and restrictions from the men in many aspects of life in the harem. Keywords: feminist, equality, existence, woman emancipation Abstrak Penelitian ini bertujuan untuk menunjukkan kondisi emansipasi wanita di Maroko, terutama dalam kehidupan harem dengan menggunakan pendekatan feminis. Hal ini dilakukan dengan menentukan dua tujuan: pertama adalah menganalisis novel berdasarkan elemen struktural dan yang kedua adalah menganalisis refleksi emansipasi wanita dengan menggunakan pendekatan feminis. Hasil analisis tersebut akan menjawab pernyataan masalah. Penelitian ini merupakan penelitian kualitatif. Jenis data penelitian ini adalah teks yang diambil dari dua sumber data: primer dan sekunder. Sumber data primer adalah Dream of Trespass novel yang ditulis oleh Fatima Mernissi pada tahun 1994. Sedangkan sumber data sekunder adalah bahan lain yang diambil dari buku-buku, jurnal, dan internet yang berkaitan dengan penelitian. Kedua data yang dikumpulkan melalui penelitian perpustakaan dan dianalisis dengan analisis deskriptif. Hasil penelitian menunjukkan kesimpulan berikut. Pertama, berdasarkan analisis struktural, itu menunjukkan bahwa masing-masing elemen naratif dari novel ini terkait satu dan 344 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 345 satu sama lain. Kedua, novel menggambarkan bahwa emansipasi wanita di harem sebagian besar diabaikan. Para wanita hidup dengan banyak aturan dan pembatasan dari orang-orang dalam banyak aspek kehidupan di harem. Kata kunci: feminis, persamaan, eksistensi, emansipasi wanita A. INTRODUCTION Women emancipation is the achievement of complete economic, social, political and religious equality of women with men, an aspiration that the realization in the course of the twentieth century had been gradual, varied, and incomplete. Women emancipation is the reflection of human right, especially women’s right. It is the equal opportunity for women in social, economic, education, politic, and culture. People in the world are created to live together. They consist of man and woman. But in real life, a woman is usually in low position and man in high position from time to time. Man is assumed that he is strong, might and powerful so he can do anything for woman. This is not fair because women have the same right for life as human being. Without men, women can struggle for life by themselves in several ways and every condition. Related with patriarchal culture, there are many problems arising because of men dominated to the women such as sexual violence, bad treatment to woman, unequal right in education etc. Thus, Indonesia has R.A. Kartini fighting for equality between men and women in society. During imperialisms come to Indonesia, women have no right in education, they just stay at home and do what their husband command. So because of Kartini’s struggle, slow but sure women have equal existence with men. From the phenomena of social life in this society, there is one of the life problems that become the source of literary works which is the position of women in society, since there are still many questions arising because of the unfair treatment toward women. One of the novels that have different opinion about women is Dream of trespass by Fatima Mernissi. One of the problems which are often faced by every human being especially women is how to stand up their rights and not allow their male dominated society to define what it means to be women. Women themselves must show their capability, to prove who they are and what role they will play in society. Most importantly, they must reject the patriarchal assumption that women are inferior to men. Therefore according to Anderson in Mandell (1995: 5) states that every person has equal opportunities and civil rights and they should be allowed to exercise freedom of choice without interfere of public opinion or law. With regard to the phenomenon above, there are other related previous studies which cover the feminism in novel by Fatima Mernissi’s Dream of Trespass, Tales of a Harem Girlhood (1994): A Feminist Approach. First Najikhatul Laili (2011) focuses her study on revealing how is the struggle of the women in harem to cope their misery in there. The differences this study with the second study is in the problem statement and the perspective. The previous study explains how the struggle of the women in harem to cope the miseries while in this study depicts 346 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 how the condition of women emancipation in harem is. Although both use a feminist approach but the perspective or the focus of the each study is different. Second, Wahyu Utomo (2011) he is interested in Gender Inequality in Fatima Mernissi’s Novel Dream of Trespass. This study focuses to show the gender inequality in the harem life reflected in Dream of Trespass by using socialist feminism approach. This study defines that gender inequality is existed in the harem life. The differences the third study with this study is in the focus of the study. The third study focuses on the gender inequality and this study is focuses on the reflection of women emancipation in harem life reflected in the Dream of Trespass. So this study is not only describes about the women inequality but also both equality and inequality of the emancipation of women in harem reflected in the Fatima Mernissi’s Dream of Trespass. This study is different from those previous studies above, because it is establishing How is the reflection of women emancipation reflected in Fatima Mernissi’s Dream of Trespass. So, from the statement, this study is aimed to describe the reflection of woman emancipation in Fatima Mernissi’s Dream of Trespass by using feminist approach. B. METHOD The type of this research is descriptive qualitative. Descriptive qualitative is a type of research which result the descriptive data in the form of written or oral words from the observed object. The method of data collection in this study is documentation. The writer reads the primary data repeatedly to reach more understanding. Next, the writer takes, compares, and classifies the supporting data into some categories. The technique of data analysis in this study is descriptive, researcher uses feminist approach and draws conclusion. C. FINDING AND DISCUSSION The Findings of this study are as follow: 1) Social Aspects The lives of women in harem which is depicted in Dream of Trespass novel is always related with the limitation. From the construction of harem building, peoples maybe can understand that harem is a place which is not free to access to go to the outside and inside especially for the women. Our harem in Fez was surrounded by high walls and,the exception of the little chunk of the sky that you could see from the courtyard below, nature didn’t exist. (DoT, 1994:56) 2) Economic Aspect In the other pages, the unequal right of the women about the economic aspects toward the men is displayed. The women concern about the salary or the money which is earned for their work. For example: she said, both men and women worked from dawn until very late at night. But men made money and women did not. And when women worked hard, and was not making money, she was stuck in a harem, even though she could not see its walls. (DoT, 1994: 63) The quotation above strengthens the concern of the women about the differentiation of the result for their work beside the men. Although both of the Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 347 men and the women are working, but only the men earn money and the women do not. 3) Political Aspect The condition of the political aspect in Morocco which is displayed from the novel is in colonialization period. Morocco is being colonialized by French and Spain. They put soldiers near ‘Arbaoua and said from now on, to go north, you needed a pass because you were crossing Spanish Morocco. To go south, you needed another pass, because you were crossing into French Morocco (DoT, 1994: 3) 4) Educational Aspect The education of the women which is reflected in the novel is forbidden. She had asked for to go to literacy classes – a few schools in our own neighborhood were offering them – but her demand had been turned down by the family council. (DoT, 1994: 201) The quotation shows the forbidden for the women to get education. When Fatima Mernissi’s mother asks permission to join into the literary school, her permission is rejected by the family. It depicts that the education for women is forbidden. D. CONCLUSION Based on the feminist analysis, which takes an eye about the injustice, inequalities, and the movements of women, it can be seen that the inequalities exists in this novel. The researcher has analyzed some women aspects of life. Those are social aspect, economic aspect, political aspect and education aspect. All those aspects related to the women emancipation. The social aspect of women in the harem which is reflected in the novel is limited. The women has no more social interaction but in their own harem and their family. In the novel, it is told that women are not allowed to go to the outside of the harem. In other word, women only can interact with the women in the harem and their family. Living in harem is a big problem for the women. The women who live in harem are always found many rules and they feel the rules will never make women become better and growing. The economic aspect of women in harem which is reflected in the novel is nothing. It is dominated by the men. The central concern of the women related to the economic aspects is the differentiation of the result for their work beside the men. Although both of the men and the women are worked, but only the men earn money and the women do not.This matter occurs caused by the type of the job field. The women work only in the domestic area. Their job field is only in the inside of the harem and they will not earn money as the result of their work. The reverse, the men work in the public sphere and earn the money. The political aspect of women in harem which is reflected in the novel is also dominated by the men. Moreover, there is no woman who joins in the political aspect. The existence of the women in political aspects is something which is unusual in that era. It is meant that the women in that era do not commonly active in the political aspects. Maybe, it becomes something acceptable for the women 348 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 because as far the researcher read the novel there is no meaningful concern from the women about the women existence in political aspect. The education aspect of women in harem which is reflected in the novel is forbidden, it is meant that the inequalities exists because only the men can get education. Not all women get the rights to get educated. The new view about the right for women to get education is only near different with the older. The family council states only little children who are deserve to get education. It can be summarized that in education aspect, unequal right of education still exists in harem. BIBLIOGRAPHY Mandel, Nancy. 1995. Feminist Issues, Race, Class, and Sexuality. Canada Otario: Prentice Hill. Mernissi, Fatima. 1994. Dreams of Trespass: Tales of Harem Girlhood. United States of America: Basic Books Laili, Najikhatul. 2011. Women’s Struggle to Cope With The Misery of Living in Fatima Mernissi’s Dream of Trespass, Tales of a Harem Girlhood (1994): A Feminist Approach. Unpublished Undergraduate Thesis. University of Muhammadiyah Surakarta. Utomo, Wahyu. 2011. Gender Inequality in Fatima Mernissi’s Novel Dream of Trespass. Unpublished Undergraduate Thesis. University of Muhammadiyah Surakarta. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 PERANAN PEMBELAJARAN SASTRA BAHASA INGGRIS (FOLKLORE AND SONG) DI KELAS X SMK DALAM KURIKULUM 2013 TERHADAP KEMAMPUAN PESERTA DIDIK SMK Pitoyo Meiyono, S. Pd [email protected] Guru PNS di SMK Negeri 2 Sragen yang sedang menempuh Pendidikan Pasca Sarjana di Magister Pengkajian Bahasa Inggris UMS SMK Negeri 2 Sragen, Jl. Dr. Sutomo No. 4, Sragen 57212 Telp. (0271) 891316 HP: 081548553005 ABSTRAK Perubahan Kurikulum dari Kurikulum Tingkat Satuan Pendidikan ke Kurikulum 2013 yang baru saja berlangsung baru – baru ini otomatis juga merubah pola pembelajaran yang berlangsung. Pembelajaran Bahasa Inggris tentu saja bukanlah pengecualian. Salah satu materi yang mengalami perubahan mencolok adalah adanya materi pembelajaran sastra, dalam hal ini adalah materi cerita rakyat (folklore) dan lagu (song). Tentunya sangat menarik untuk mengkaji bagaimana para peserta didik di SMK yang terkait dengan praktek langsung secara teknis bisa memanfaatkan materi tersebut untuk meningkatkan kemampuan berbahasa inggris secara nyata. Di satu sisi, menarik juga untuk melihat bagaimana seorang Guru SMK bisa memanfaatkan pembelajaran sastra yang terkesan ‘jauh’ dari pembelajaran praktik peserta didik SMK untuk menarik minat dan kemampuan peserta didik SMK dalam berbahasa Inggris. Kata Kunci: kurikulum 2013; sastra; cerita rakyat; lagu A. PENDAHULUAN Perubahan kurikulum, di mana pun, sebetulnya hampir sama, selalu membutuhkan penyesuaian pola pikir para pemangku kepentingan (stake holder). Yayasan, kepala sekolah, guru satuan pendidikan dan pengawas sekolah perlu memahami perubahan kurikulum itu. Demikian pula yang terjadi pada Kurikulum 2013 ini, ia hanya mungkin sukses bila ada perubahan paradigma atau lebih tepatnya mindset para guru dalam proses pembelajaran. Hal itu mengingat substansi perubahan dari Kurikulum 2006 (KTSP) ke Kurikulum 2013 ini adalah perubahan proses pembelajaran, dari pola pembelajaran ala bank, yaitu guru menulis di papan tulis dan murid mencatat di buku serta guru menerangkan sedangkan murid mendengarkan menjadi 349 350 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 proses pembelajaran yang lebih mengedepankan murid untuk melakukan pengamatan, bertanya, mengeksplorasi, mencoba, dan mengekspresikannya. Proses pembelajaran yang mendorong siswa untuk aktif tersebut hanya mungkin terwujud bila mindset guru telah berubah. Mereka tidak lagi memiliki mindset bahwa mengajar harus di dalam kelas dan menghadap ke papan tulis. Mengajar bisa dilakukan di perpustakaan, kebun, tanah lapang, atau juga di sungai. Media pembelajaran pun tidak harus buku, alat peraga, atau komputer. Tanam-tanaman dan pohon di kebun, sungai, dan sejenisnya juga dapat menjadi media pembelajaran. Makalah ini selanjutnya mencoba untuk memfokuskan permasalahan pada adanya perubahan muatan dalam pembelajaran bahasa Inggris di Sekolah Menengah Kejuruan (SMK) di mana buku materi ajar untuk peserta didik disamakan dengan buku materi ajar untuk Sekolah Menengah Atas (SMA). Satu hal menarik untuk disoroti adalah adanya pembelajaran sastra berbahasa Inggris berupa cerita rakyat (folklore) dan lagu (song). B. PEMBELAJARAN SASTRA DALAM KURIKULUM 2013 Secara umum Kompetensi Dasar pembelajaran Bahasa Inggris di SMA maupun SMK mengandung dua Kompetensi dasar sebagai berikut: 1. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks naratif sederhana berbentuk legenda rakyat, sesuai dengan konteks penggunaannya.. 2. Menyebutkan fungsi sosial dan unsur kebahasaan dalam lagu. Untuk menyederhanakan pembahasan, maka dalam makalah ini hanya akan menyoroti Kompetensi Dasar yang terkandung dalam buku materi Bahasa Inggris Kelas X Semester 2 untuk SMA/K yang diterbitkan oleh Kementerian Pendidikan dan Kebudayaan Republik Indonesia pada Tahun 2014. Didalam Kompetensi Dasar Bahasa Inggris Kelas X SMK, kompetensi dasar yang dimaksud diatas muncul dalam: 3.10 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks naratif sederhana berbentuk legenda rakyat, sesuai dengan konteks penggunaannya.. 3.11 Menyebutkan fungsi sosial dan unsur kebahasaan dalam lagu. Dalam berbagai penelitian ilmiah, sangatlah banyak disebutkan kalau pembelajaran dengan lagu sangat mendukung pembelajaran kosakata (vocabulary) dan mengasah kemampuan listening skill selain tentu saja untuk memperdalam kemampuan tata bahasa (grammar). Contoh folklore dalam buku Bahasa Inggris Kelas X Semester 2 untuk SMA/K: Once upon a time there was an old couple who didn’t have a child. They lived in a small house near the village forest. ‘Please give us a child,” they asked God everyday. One day, from the household Shinto altar, they heard a cute cry, ‘Waa! Waa!” They Looked and saw a crying baby who looked just like a little finger. ‘This child must be a gift from God. Thanks to God!’ Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 351 “We will call this child’Issumboshi’”, they said Issumboshi (halaman 49) Dalam penggalan folklore diatas maka dapat dilihat kalau tujuan penggunaan teks diatas adalah untuk mempelajari: 1. Past Tense 2. Reported Speech (Direct and Indirect Speech) Contoh lagu (song) dalam buku Bahasa Inggris Kelas X Semester 2 untuk SMA/K: You’ve Got A Friend When you’re ________ and _________ And you need a _________ _________ And nothing, nothing is going right Close your eyes and think of me And soon I will be there To ________ _________ even your darkest night You’ve Got A Friend (halaman 102) Dalam penggalan lagu (song) diatas maka dapat dilihat kalau tujuan penggunaan lagu diatas adalah untuk mempelajari: 1. Present Continuous Speech 2. Command and Request Secara sepintas tidak ada yang salah dengan materi ajar diatas, apalagi bagi para pendidik dan peserta didik SMA yang secara umum sudah memenuhi tuntutan umum pendidikan dan aplikasi dalam dunia nyata SMA yang bersinggungan dengan hal-hal umum. Tetapi bagaiman dengan SMK terutama yang jurusan Teknologi dan Industri? Dimana hal-hal dan istilahistilah teknis tentu saja menjadi lebih berguna bagi para peserta didik SMK dalam menghadapi dunia nyata khususnya dunia kerja dan industri. C. PERANAN PEMBELAJARAN SASTRA BAHASA INGGRIS BAGI PESERTA DIDIK SMK Selanjutnya bagaimana peranan pembelajaran sastra bahasa Inggris bagi peserta didik SMK? Selain aspek diatas, tentunya harus melihat dulu tujuan yang tercantum dalam Kompetensi Inti dan Kompetensi Dasar 1 dan 2 dalam Mata Pelajaran Bahasa Inggris SMK sebagai berikut: KOMPETENSI INTI 1. Menghayati dan mengamalkan ajaran agama yang dianutnya KOMPETENSI DASAR 1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris 352 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 KOMPETENSI INTI KOMPETENSI DASAR sebagai bahasa pengantar komunikasi internasional. 2. Menghayati dan mengamalkan 2.1. Mengembangkan perilaku santun perilaku jujur, disiplin, dan peduli dalam melaksanakan tanggungjawab, peduli (gotong komunikasi antar pribadi dengan royong, kerjasama, toleran, guru dan teman. damai), santun, responsif dan 2.2. Mengembangkan perilaku jujur, pro-aktif dan menunjukkan sikap disiplin, percaya diri, dan sebagai bagian dari solusi atas bertanggung jawab dalam berbagai permasalahan dalam melaksanakan komunikasi berinteraksi secara efektif transaksional dengan guru dan dengan lingkungan sosial dan teman. alam serta dalam menempatkan 2.3. Mengembangkan perilaku diri sebagai cerminan bangsa tanggung jawab, peduli, dalam pergaulan dunia. kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional. Jika dilihat secara umum, maka tidak ada yang salah dengan pemakaian sarana folklore and song dalam mencapai tujuan tersebut diatas. Tapi jika dilihat secara komprehensif, maka akan timbul pertanyaanpertanyaan mendasar sebagai berikut: 1. Apa fungsi folklore secara teknis jika diberikan kepada peserta didik Teknologi Kendaraan Ringan misalnya? 2. Apakah kosakata yang dipelajari di dalam folklore bisa diaplikasikan secara langsung dalam dunia kerja? 3. Bisakah lagu memberikan fungsi kerja aplikatif selain sebagai penenang dan sarana motivasi belajar? Karena itu perlu dikaji ulang pemakaian folklore dalam pembelajaran Bahasa Inggris yang diberikan kepada Peserta Didik SMK. Bagaimana dengan penggunaan karya sastra lain seperti film-film futuristik yang berkaitan dengan banyak istilah teknologi? Sebut saja, film semacam Iron Man, Time Machine atau Back to the Future, bahkan film Spiderman atau Batman juga bercerita banyak tentang teknologi masa depan dan kekinian. Tentu saja hal itu perlu dicoba dan dikaji demi adanya hubungan fungsi nyata dalam pembelajaran dengan kegunaan aplikatif dalam kehidupan nyata. D. PENUTUP Berdasarkan uraian singkat diatas, maka bisa diambil beberapa kesimpulan sebagai berikut: 1. Perlu pembedaan antara pembelajaran sastra bagi peserta didik SMA dengan SMK yang tentu saja harus sesuai dengan fungsi harian dalam kehidupan nyata 2. Perlu dicoba penggunaan film futuristik untuk media pembelajaran bagi peserta didik SMK Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 353 3. 4. Perlu pengenalan folklore asli Indonesia untuk menumbuhkan sikap cinta tanah air dan nasionalisme Perlu pemilihan lagu berbahasa Inggris yang selektif agar tujuan dalam Kompetensi Inti dan Kompetensi Dasar ke-1 bisa tercapai, karena banyak lagu yang secara tak langsung ‘menentang kuasa Tuhan Yang Maha Esa’ Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 MAKNA IDEASIONAL DALAM SAJAK-SAJAK CHAIRIL ANWAR BERTEMA PATRIOTIK Danang Try Purnomo, M.Hum. IAIN Surakarta, Jalan Pandawa, Sukoharjo, 57169 [email protected] 08562840709 Abstrak Chairil Anwar sebagai salah satu penyair besar Indonesia banyak melahirkan sajak-sajak fenomenal yang selalu menarik untuk terus ditelaah. Telaah karya sastra dalam perspektif linguistika pada makalah ini berusaha melihat pemaknaan teks sastra dari sisi lain, khusunya pada makna ideasional dalam tiga buah sajak yang bertema patriotik, yaitu “Diponegoro,” “1943,” dan “Kerawang-Bekasi.” Makna ideasional dalam pendekatan linguistik sistemik fungsional merujuk pada enam tipe proses, yaitu material, mental, verbal, perilaku, relasional, dan eksistensiall. Penyibakan makna ideasional direalisasikan melalui fungsi predikatif pada tataran klausa. Fungsi predikatif dalam telaah tata bahasa menunjukkan suatu ide atau gagasan seseorang yang diekspresikan melalui sarana komunikasi baik lisan maupun tulisan. Fungsi ini merupakan aspek vital manusia dalam menyampaikan tujuan sosialnya karena merefleksikan posisi, pendirian, dan bahkan ideologi seseorang dalam menyikapi suatu peristiwa. Sebagaimana yang terkandung dalam ketiga puisi tersebut, Chairil Anwar berusaha mengekspresikan ide dan keinginan sosialnya yang teklepas dari konteks sosiokultural pada saat sajak itu diciptakan. Hal ini menunjukkan bahwa bahasa terpilih telah melakukan peranannya sesuai dengan fungsi dan tujuan sosialnya. Kata kunci: makna ideasional, tipe proses, konteks sosio-kultural, sajak “Diponegoro,” “1943,” dan “Kerawang-Bekasi.” A. PENDAHULUAN Makalah ini berisi analisis realisasi makna ideasional yang terdapat dalam sajak-sajak (selanjutnya disebut puisi) Chairil Anwar yang bertema patriotik, yaitu puisi yang berjudul “Diponegoro,“ (disingkat DP), “1943,“ dan “Kerawang Bekasi” (disingkat KB). Puisi DP dan 1943 ditulis pada tahun yang sama, yakni 1943 atau masa prakemerdekaan, sedangkan puisi KB ditulis pada tahun 1948 atau pascakemerdekaan Republik Indonesia. Penyebutan patriotik dimaknai sebagai puisi yang merujuk pada nilai-nilai perjuangan, kepahlawanan, dan cinta tanah air. Sementara itu, makna ideasional adalah makna yang merepresentasikan realitas fisik yang terkait dengan interpretasi dan pengalaman partisipannya (Santoso, 2003:20). Makna ideasional ini merupakan salah satu dari tiga metafungsi bahasa (interpersonal, ideasional, dan tekstual) yang direalisasikan dalam satuan klausa. Pendekatan sistemik fungsional adalah salah satu bidang pendekatan analisis wacana yang menempatkan teks sebagai sebuah interaksi sosial. Keterpaduan sebuah teks akan mendukung pesan yang disampaikan kepada mitra tutur. 354 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 355 Lebih lanjut, Halliday (1994:xiv) menyatakan bahwa usaha memeroleh makna dari sebuah teks dapat memperlakukan teks sebagai sebuah produk sekaligus sebuah proses dalam waktu bersamaan. Analisis wacana dalam pendekatan sistemik fungsional menempatkan teks di dalam konteks sosial dan konteks budaya untuk mendapatkan makna dari ekploitasi bahasa. Teori sistemik yang dirancang mempunyai konsep fungsional, yaitu untuk melihat dan menganalisis bagaimana sebuah bahasa itu digunakan dalam sebuah konteks dan bukan melihat bagaimana bahasa itu dibentuk (Halliday dalam Djatmika, 2012:11). Oleh karenanya, bertolak dari pandangan ini teks puisi dianalisis sebagai wujud perilaku komunikatif dan sebagai bentukan makna yang terjadi pada konteks budaya, yakni sebuah ranah terjadinya interaksi dan proses verbal sosial. Selain itu, pemilihan teks puisi sebagai sumber data merupakan suatu upaya untuk melihat pemaknaan teks sastra dari sisi lain. Sebagaimana diketahui bahwa sejauh ini dikotomi paradigma kajian terhadap teks sastra dan nonsastra masih mengemuka, padahal keduanya sama-sama menggunakan medium bahasa. Karena itu, makalah ini berusaha menyibak teks sastra - khususnya puisi - dari aspek linguistika melalui pendekatan linguistik sistemik fungsional. Lebih spesifik, rumusan masalah dalam makalah ini adalah mengurai realisasi makna ideasional serta memerikan pemaknaan kontekstual yang terkandung dalam ketiga puisi tersebut. B. KAJIAN PUSTAKA Linguistik Sistemik Fungsional diperkenalkan oleh M.A.K. Halliday dan dikembangkan oleh para pakar, seperti Martin (1997), Eggins (1994), Matthiessen dkk. (2010), Bloor (2004), Gerot dan Wignell (1995). Pandangan Halliday yang meletakkan bahasa sebagai sebuah sistem sosial dan budaya, bukan hanya sebuah struktur teks itu bertolak dari pemikiran Firth yang mengemukakan konteks situasi dalam bahasa. Pokok-pokok pandangan Firth (dalam Halliday dan Hasan, 1992) itu menyatakan bahwa di dalam bahasa setidaknya terdapat empat hal yang disebut konteks situasi, antara lain pelibat, tindakan, ciri-ciri situasi lain yang relevan, dan dampak-dampak tindakan tutur. Pelibat adalah aktor yang terlibat dalam peristiwa tutur, tindakan pelibat adalah aktivitas yang dilakukan oleh para pelibat baik verbal maupun nonverbal, dan ciri-ciri situasi lain merupakan lingkungan yang berada di sekitar peristiwa tutur, sedangkan dampak-dampak adalah bentuk-bentuk perubahan yang ditimbulkan dari adanya tindakan tutur tersebu. Keempat konsep tersebut pada tataran berikutnya dielaborasikan dalam tiga aspek yang dikenal dengan metafungsi bahasa, yaitu makna ideasional (field), makna interpersonal (tenor), dan makna tekstual (mode). Dengan ketiga makna tersebut pemaknaan wacana sebuah teks dapat dipaparkan melalui fitur-fitur leksikogramatika. Ketiga metafungsi bahasa tersebut dengan konteks situasi terdapat hubungan yang erat ketika unit wacana melakukan fungsi sosialnya (Eggins dan Martin dalam Santosa, 2011:5). Konteks situasi meliputi medan, yakni hal atau aktivitas yang terjadi, pelibat atau dapat dikatakan pelaku persitiwa, sedangkan dan sarana adalah media atau saluran untuk meralisasikan unit 356 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 wacana itu. Hubungan kedekatan ketiga aspek konteks situasi dan ketiga metafungsi bahasa dalam mewujudkan fungsi sosial suatu wacana di dalam suatu konteks budaya dapat diperlihatkan pada figur berikut Konfigurasi Bahasa dan Konteksnya Nilai dan norma kultural Proses sosial (genre) Konteks situasi: medan pelibat Metafungsi bahasa: ideasional interpersonal sarana tekstual Bahasa sebagai wacana (register) (diadaptasi dari Martin 1992 dalam Santosa 2011) Dari figur di atas dapat dinyatakan bahwa wacana merupakan ekspresi yang merealisasikan nilai, norma kultural, dan konteks sosial. Selain itu, wacana juga menggambarkan konfigurasi makna di dalam konteks situasi serta metafungsi bahasa. Karena itu, wacana akan berubah apabila konteks situasi dan konteks kulturalnya berubah. Lebih lanjut, makalah ini difokuskan pada penyibakan makna ideasional, yakni makna yang menunjukkan realitas fisik dan pengalaman yang direalisasikan melalui satuan klausa. Terdapat enam tipe proses, yaitu proses material, proses mental, proses verbal, proses relasional, proses perilaku, dan proses eksistensia (Halliday: 1994)l . Proses material adalah suatu proses secara fisik murni. Proses ini terdiri dari dua macam yaitu melakukan sesuatu (doing) dan kejadian (happening). Proses doing memiliki konstituen aktor-proses-goal. Proses materi doing bisa bersifat kreatif misalnya membuat, mengembangkan, mendisain dan bersifat dispositif, yaitu memengaruhi, misalnya memetik, menendang, mengirim, dan sebagainya. Proses mental adalah proses berpikir, mengindera, dan merasa. Proses ini diklasifikasikan menjadi tiga, yaitu kognitif, perseptif, dan afektif. Proses kognitif berkenaan dengan penggunaan otak dalam berproses, misalnya berpikir, melamun, dan mengerti. Proses perseptif berkenaan dengan penggunaan indera dalam berproses, misalnya melihat, mendengar dan merasa. Proses afektif berkenaan dengan penggunaan perasaan atau hati misalnya mencintai, membenci, senang, suka, tidak suka, dan sebagainya. Proses verbal adalah proses berkata murni tidak ada unsur perilakunya yang di dalam bahasa Indonesia direalisasikan, misalnya berkata, berujar, bertanya. Proses perilaku ini mempunyai dua jenis yaitu proses perilaku verbal dan proses perilaku mental. Proses perilaku verbal adalah proses yang menggunakan verbal di dalam melakukan tindakan. Misalnya menyarankan, Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 357 mengklaim, mendiskusikan dan sebagainya. Proses relasional adalah proses yang menghubungkan antara paratisipan yang satu dengan partisipan atau unit yang lain. Hubungan tersebut memberikan nilai terhadap partisipan pertama. Proses ini mempunyai dua jenis, yaitu proses relasional atributif dan proses relasional identifikasi. Proses eksistensial adalah proses yang menunjukkan keberadaan atau kejadian sesuatu. Di dalam bahasa Indonesia proses ini direalisasikan dengan ada, terdapat, muncul. C. METODE Data penelitian makalah ini dikumpulkan dengan teknik pustaka. Teknik pustaka adalah teknik pengumpulan data dengan mempergunakan sumber-sumber tertulis untuk memperoleh data (Subroto, 2007:47). Sumber data penelitian ini adalah teks tertulis yang berwujud teks puisi karya Chairil Anwar yang berunsur patriotik, yaitu “Diponegoro,” “1943, ”dan “KerawangBekasi” Adapun populasi penelitian ini mencakup seluruh satuan klausa dari buku kumpulan puisi Aku Ini Binatang Jalang. Dalam pada itu, pengambilan sampel dilakukan dengan teknik sampel bertujuan (purposive sampling), yakni pilihan sampel diarahkan pada data yang penting yang berkaitan dengan permasalahan yang sedang diteliti (Sutopo, 2006:64). Adapun sampel dalam telaah ini adalah makna ideasional yang direalissaikan dalam tataran klausa dari ketiga puisi tersebut .Sementara itu, untuk mengurai dan menganalisis data yang berupa satuan predikatif klausa teks puisi, digunakan metode agih, yakni metode yang alat penentunya adalah bagian dari bahasa yang bersangkutan. Lebih lanjut, realisasi metode ini digunakan teknik bagi unsur langsung (BUL) sehingga tampak keterpilahan antarunit wacana (Sudaryanto, 1993). D. PEMBAHASAN 1. Analisis Data Secara bentuk dan struktur teks puisi berbeda dengan teks lainnya, seperti teks narasi dalam prosa atau teks eksposisi dalam berita. Pradopo (2012:7) menyatakan bahwa kesatuan korespondensi puisi adalah satuan akustis (bunyi). Karena itu, tidak mengherankan jika dalam satuan-satuan klausa pada teks puisi yang dianalisis berupa kalimat-kalimat elips (taklengkap). Seperti yang tampak pada ketiga puisi yang ditelaah ini, ketiadaan unsur subjek sebagai partisipan maupun predikat sebagai realitas pengalaman pada satuan-satuan klausa dimunculkan penulis untuk memudahkan konteks wacana. Realisasi makna ideasional yang tampak pada penggunaan tipe proses disajikan pada data berikut. No 1 2 3 4 5 Tabel. 1 Tipe Proses dalam Puisi “Diponegoro” Klausa tuan hidup kembali bara kagum menjadi api tuan menanti ( tuan) tak gentar lawan banyaknya seratus kal Jenis Proses relasional:atributif relasional atributif material relasional atributif relasional atributif 358 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 pedang (berada) di kanan, keris (berada) dikiri (tuan) berselempang semangat yang tak bias mati (ayo kita) maju ini barisan tak bergenderang-berpalu kepercayaan (adalah) tanda menyerbu sekali (kita) berarti sudah itu (kita) mati. (ayo kita) maju bagimu negeri menyediakan api (yang) punah di atas menghamba (yang) binasa di atas ditinda hidup harus merasa (ayo kita) maju (ayo kita) serbu (ayo kita) serang t(ayo kita) erjang No Tabel 2. Tipe Proses dalam Puisi “1943” Klausa 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 racun berada di reguk pertama (kita) membusuk rabu (dan) terasa di dada tenggelam darah dalam nanah (kita dalam keadaan) putus (kita dalam keadaan) candu (kita dalam keadaan) tumbang tanganku menadah patah (kita) luluh (kita) terbenam (kita) hilang (kita) lumpuh (kita) lahir (kita) tegak (kita) berderak (kita) rubuh (kita) runtuh (kita )mengaum (kita) mengguruh (kita) menentang (kita) menyerang (kita dalam keadaan) kuning (kita dalam keadaan) merah (kita dalam keadaan) hitam (kita dalam keadaan) kering (kita dalam keadaan) tandas. (kiata dalam keadaan) rata (kita dalam keadaan) rata ( kita dalam keadaan) rata (inilah) dunia kau aku terpaku eksistensial eksistensial relasional atributif material relasional atributif relasional atributif relasional atributif relasional atributif material material relasional atributif relasional atributif mental material material material material Jenis proses eksistensial relasional atributif relasional atributif relasional atributif relasional atributif relasional atributif relasional atributif material relasional atributif relasional atributif relasional atributif relasional atributif relasional atributif relasional atributif material relasional atributif relasional atributif perilaku verbal perilaku verbal perilaku verbal material relasional atributif relasional atributif relasional atributif relasional atributif relasional atributif relasional atributif relasional atributif relasional atributif relasional atributif relasional atributif Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 359 No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 No 1 2 Tabel 3. Tipe Proses dalam Puisi “Kerawang-Bekasi” Klausa Jenis Proses kami yang kini terbaring antara karawangbekasi (kami) tidak bisa teriak "merdeka" dan angkat senjata lagi tapi siapakah yang tidak lagi mendengar deru kami terbayang kami maju dan mendegap hati? kami bicara padamu dalam hening di malam sepi jika dada rasa hampa dan jam dinding yang berdetak kami mati muda. yang tinggal tulang diliputi debu kenang, kenanglah kami. kami sudah coba apa yang kami bisa tapi kerja belum selesai, belum bisa memperhitungkan arti 4-5 ribu nyawa kami cuma tulang-tulang berserakan tapi (kami) adalah kepunyaanmu kaulah lagi yang tentukan nilai tulang-tulang berserakan atau jiwa kami melayang untuk kemerdekaan kemenangan dan harapan kami tidak tahu, kami tidak lagi bisa berkata kaulah sekarang yang berkata kami bicara padamu dalam hening di malam sepi jika ada rasa hampa dan jam dinding yang berdetak kenan kenanglah kami teruskan, teruskan jiwa kami (mari kita) menjaga bung karno (mari kita) menjaga bung hatta (mari kita) menjaga bung sjahrir kami sekarang mayat berikan kami arti berjagalah terus di garis batas pernyataan dan impian kenang, kenanglah kami yang tinggal tulang-tulang diliputi debu beribu kami terbaring antara karawang-bekas Tipe Proses Material Mental relasional atributif verbal material mental material mental verbal mental relasional atributif relasional atributif relasional atributif mental material relasional atributif perilaku mental relasional atributif relasional atributif perilaku mental relasional atributif relasional atributif verbal verbal verbal eksistensial mental material material material material relasional atributif material perilaku mental mental relasional atributif relasional atributif Tabel 4. Rekapitulasi Sebaran Tipe Proses Puisi Diponegoro 1943 8 (36%) 1 (5%) 3 (6%) 0 (0%) Kerrawang Bekasi 8 (26%) 6 (17%) 360 3 4 5 6 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 Verbal Perilaku Relasional Eksistensial TOTAL No 1 2 3 4 5 6 0 (0%) 0 (0%) 11 (50%) 2 (9%) 22 0 (0%) 3 (10%) 24 (81 %) 1 (3%) 31 5 (14%) 3 (9%) 12 (31%) 1 (3%) 35 Tabel 5. Rekapitulasi Total Tipe Proses Ketiga Puisi Tipe Poses Jumlah Relasional (atributif) 47 (53%) Material 19 (22%) Mental 7 (8%) Perilaku 6 (7%) Verbal 5 (6%) Eksistensial 4 (5%) Total jumlah klausa 88 Berdasarkan data sebaran tipe proses yang terkandung dalam ketiga puisi tersebut, pemaknaan ideasional yang direalisasikan dalam satuan klausa mennjukkan perilaku yang sama. Pertama, puisi DP yang terdiri atau 22 klausa didominasi oleh penggunaan proses relasional:atributif sebanyak 11 buah (50%). Selanjutnya berturut-turut diikuti pemakaian proses material (8 klausa atau 36%), eksistensial (2 klausa atau 9%), dan mental (1 klausa atau 5%). Sementara itu, proses verbal dan perilaku tidak ditemukan. Kedua, puisi yang berjudul “1943” didominasi pula pengunaan proses relasional: atributif, yaitu terdapat 24 buah (81%) dari 31 klausa. Selebihnya, secara berturut-turut diikuti pemakaian proses perilaku (3 klausa atau 10%), material (2 klausa atau 6%), dan eksistensial (1 klausa atau 3%). Sementara itu, proses mental dan verbal tidak ditemukan. Ketiga, demikian halnya dalam puisi yang berjudul “Kerawang-Bekasi”, dari 35 klausa terdapat proses relasional: atributif sebanyak 11 buah (31%), material 9 buah (26%), mental 6 buah (17%), verbal 5 buah (14%), peilaku 3 buah (9%), dan eksistensial 1 buah (3%). Lebih lanjut, secara keseluruhan gabungan dari ketiga puisi Cahiril Anwar yang bertema patriotik tersebut terdapat 88 buah klausa yang secara rinci dapat diperiksa pada rekapitulasi sebaran tipe proses pada tabel di atas. Secara berturut-turut proses relasional: atributif sebesar 53%, material 22%, mental 8%, perilaku 7%, verbal 6% dan eksistensial 5% . I 2. Interprestasi Kontekstual a. Proses Relasional: Atributif Tentang proses relasional atributif dapat diuraikan sebagai berikut. Telah diketahui bahwa proses relasional-atributif menunjukkan keadaan, sifat atau segala sesuatu yang menerangkan partisipan. Dominasi proses ini menunjukkan bahwa penyair ingin menggambarkan sedetail-detailnya mengenai keadaan yang sebanarnya pada masa itu. Pada puisi “Diponegoro” penyair ingin memperlihatkan bagaimana sosok Diponegoro dapat menginsipari semua orang (rakyat Indonesia) untuk melawan segala bentuk penjajahan. Sebagaimana diketahui Diponegoro merupakan seorang pangeran yang putra tertua dari Sultan Hamengkubuwono III (1811–1814). Ibunya Raden Ayu Mangkarawati merupakan keturunan Kyai Agung Prampelan Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 361 yaitu ulama yang sangat disegani di masa panembahan senapati mendirikan kerajaan Mataram. Pangeran Diponegoro adalah seorang pemberani khususnya dalam melawan pemerintahan Belanda yang ada di Indonesia saat itu, sikap Diponegoro yang menentang Belanda secara terbuka mendapat simpati dan dukungan rakyat. Pada saat perang Diponegoro kerugian dari pihak Belanda tidak kurang dari 15.000 tentara dan 20 juta gulden. Atas dasar konteks sosio-kultural yang melatari tokoh Diponegoro Chairil Anwar mengekspresikan sikap perjuangan yang dapat direalisasikan melalui proses relasional bait sepert hidup kembali menjadi api (tuan) tak gentar lawan banyaknya seratus kali, (tuan) berselempang semangat yang tak bisa mati, ini barisan tak bergenderang-berpalu, kepercayaan (adalah) tanda menyerbu, sekali (kita) berarti, sudah itu (kita) mati. (yang) punah di atas menghamba, (yang) binasa di atas ditinda Frasa hidup kembali memberi atribut bahwa tokoh Diponegoro masih terus hidup, ada, bergerak, dan bekerja sebagaimana mestinya. Makna ada atau “hidup” di sini dapat dipahami sebagai semangat juang Diponegoro. Proses relasional pada frasa menjadi api, tak gentar, dan banyaknya seratus kali menunjukkan semangat, kekuatan, keberanian yang menyala-nayala ketika mengahadapi lawan meskipun tak sebanding. Demikian halnya pada berselempang semangat, barisan tak bergenderang-berpalu, kepercayaan (adalah) tanda menyerbu yang berarti hanya bermodalkan keberanian dan kepercayaan yang tinggi karena dalam keadaan keterbatasan persenjataan, tetapi sanggup untuk melawan musuh. Selanjutnya, pada bait-bait berikutnya, yakni klausa 16 dan 17 menerangkan suatu keadaan yang pada akhirnya mereka telah gugur sebagai pahlawan bangsa Pada sisi lain, puisi “1943” - dengan asumsi konteks peristiwa pada saat tahun itu - menggambarkan rentetan kejadian yang dialami tokoh aku (atau mungkin Chairil Anwar sepanjang tahun 1943. Indonesia belum menjadi negara yang merdeka. Indonesia masih terjajah dan ditindas. Pada tahun itu, kekuasaan berada di tangan Jepang, yang sebelumnya merebut kekuasaan dari Belanda. Partisipan yang diatributkan dalam puisi ini dapat digambarkan dalam penggunaan leksis sebagai berikut. (kita)membusuk terasa (racunnya) (kita dalam keadaan) tenggelam darah (kita dalam keadaan) putus (kita)dalam keadaan) candu (kita dalam keadaan) tumbang Leksis-leksis tersebut menunjukkan bahwa “rakyat Indonesia” pada saat itu sedang mengalami penderitaan yang sangat mendalam. Racun dikonotasikan sesuatu yang merusak manusia baik secara fisik maupun batin. 362 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 Racun menandakan sesuatu yang berbahaya bagi tubuh. Racun itu berada pada tegukan pertama, artinya bahaya itu mulai masuk ke dalam tubuh. Dengan masuknya racun itu, paru-paru terasa membusuk. Segalanya tampak “putus” tidak ada jalan lagi. Darah pun tenggelam dalam nanah, artinya bahwa tubuh dipenuhi dengan penyakit.. Kondisi ini menjadi semacam candu atau membuat ketagihan. Dalam kesuraman, tokoh aku pun selalu ketagihan untuk berada dalam kemuraman. Artinya, tokoh aku terseret ke dalam arus kemuraman itu, tak bisa keluar dari kemuraman. Selanjutnya, “tumbang” semua harapan untuk mendapatkan sesuatu yang baik. Lebih menderita lagi, keadaan partisipan diatributkan luluh, terbenam, hilang, dan lumpuh artinya segala harapan telah terkubur, hilang, atau tidak berdaya lagi. Namun demikian, meskipun dalam keadaan penderitaan yang sangat dalam, harapan rakyat untuk tetap bangkit masih ada yang diatributkan dalam leksis berikut. Kata tegak mengisyaratkan optimistis terhadap kebangkitan kehidupan atas keadaan yang telah rubuh dan runtuh Lebih lanjut, keadaan tersebut tetap belum berubah yang digambarkan kuning dan merah sebagai nanah dan darah yang terus mengucur hitam dan kering sebagai bentuk kedukaan atas masa depan yang masih suram hingga rata semuanya hancur sehingga membuat rakyat hanya bisa terpaku atas penderitaan yang belum berujung. Pada puisi KB, Chairil Anwar berusaha “mewakili” suara para pejuang yang telah gugur di medan perang, lebih khusus merujuk peristiwa pertempuran berdarah melawan Belanda antara Kerawang dan Bekasi pada Desember 1947. Penyair memberikan atribut kepada partisipan (pejuang) yang saat ini dalam keadaan terbaring, mati muda, menjadi mayat dan tinggal tulang belulang tak bernilai seperti tampak pada kutipan berikut kami mati muda yang tinggal tulang diliputi debu kami cuma tulang-tulang berserakan tapi (kami) adalah kepunyaanmu Keadaan yang demikian dimaksudkan agar mendapatkan perhatian bagi yang masih hidup tentang perjuangan para pendahulunya sehingga mereka yang masih hidup dapat meneriskan cita-cita dan perjuangan mencapai kemerdekaan tanah air. b. Proses Material Selain proses atributif yang dominan, proses material juga terbilang menonjol, yaitu sebesar 22% klausa dari jumlah keseluruhan puisi. Proses material yang merefleksikan tindakan fisik partisipan direalisasikan dalam berbagai bentuk. Puisi DP menunjukkan tindakan represif, seperti kata maju yang diulang sampai tiga kali dan dipertegas lagi pada bait berikut (ayo kita) serbu (ayo kita) serang (ayo kita) terjang Sementara itu, puisi 1943 juga menunjukkan hal yang sama, seperti kata berderak dan menyerang. Tindakan-tindakan fisik dari leksisi yang terdapat kedua puisi tersebut mencerminkan perlawanan rakyat Indonesia terhadap belnggu benjajah atas penderitaan berkepanjangan yang dialami. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 363 Di sisi lain, proses material yang memperlihatkan keinginan penyair agar perjuangan tersebut tetap berlanjut tampak dalam puisi KB. Penyair mengekspresikan keinginannya itu dengan leksis coba, berikan, teruskan, dan menjaga. Hal tersebut menunjukkan tindakan nyata para pendahulu yang sudah gugur. Secara keseluruhan proses material yang terkandung dalam ketiga puisi tersebut mengimplikasikan suatu bentuk tindakan konkret perjuangan para pahlawan dalam mengusir penjajah dan pesan agar perjuangan tersebut dapat diteruskan oleh generasi-generasi berikutnya. c. Proses Mental Selain proses relasiona-atributif dan material, proses-proses yang lain tidak dominan. Proses mental sebesar 8% terdapat dalam puisi DP dan KBi, sedangkan puisi 1943 tidak ditemukan. Dalam puisi DP terdapat frasa harus merasa yang mencerminkan suatu keadaan menderita yang memang dialami. Sementara itu, puisi KB terdapat kata mendengar dan mendegap merupakan suatu bentuk perasaan yang mendalam bahwa perjuangan yang penuh kekhawatiran agar didenga oleh semua pihat. Bahkan, lebih tegas lagi terdapat kata kenang kenanglahr yang diulang dalam tiga larik yang berbeda memperlihatkan perasaan pejuang agar tidak dilupakan di kemudain hari. d. Proses Perilaku: Verbal dan Mental Proses perilaku baik verbal maupun mental ditemukan sebesar 7% dari puisi 1943 dan puisi KB, sedangkan puisi DP tidak ditemukan proses ini. Dalam puisi 1943 perilaku verbal direalisasikan pada kata mangaum, mengguruh, menentang. Hal ini memperlihatkan sautu usaha perlawanan melalui “suara” yang selama ini terus dibelenggu kaum penjajah. Sementara itu, dalam puisi KB perilaku mental direalisasikan pada kata memperhitungkan, tentukan, dan berjagalah. Hal tersebut mengimplikasikan adanya suatu usaha mempertimbangkan dan mewaspadai setiap gerak langkah dalam melaksanakan perjuangan. e. Proses Verbal Proses verbal hanya ditemukan sebesar 6% dalam puisi KB, sedangkan puisi DP dan 1943 tidak ditemukan. Sebagaimana diketahui bahwa proses ini adalah proses berkata secara murni. Dalam masa penjajahan hakhak rakyat dalam mengaspirasikan suaranya sangat dibatasi oleh kaum penjajah. Oleh karena itu secara alami penyair dalam mengekspresikan idenya tidak begitu menonjolkan aspek ini, melainkan lebih banyak menyuarakan dari sisi keadaan (relasional) dan tindakan konkret (material) yang perlu dilakukan sebagaimana yang telah dibahas di bagian awal. Proses verbal dalam puisi KB diekspresikan penyair dengan kata berkata dan bicara. Kata yang sebelumnya diawali keterangan aspek tidak lagi bisa menunjukkan ketidakmampuan mereka (pejuang) dalam mengaspirasikan keinginannya karena sudah gugur di medan pertempuran. Semantara itu, kata bicara lebih memperlihatkan pesan kepada generasi penerusnya agar turut aktif menyuarakan keinginannya untuk merdeka dari segala bentuk penindasan. f. Proses Eksistensial Akhrinya, proses eksistensial merupakan proses yang paling sedikit ditemukan yakni sebesar 5%. Dalam puisi DP, proses ini deralisasikan secara implisit, yaitu pedang (berada) di kanan dan keris (berada) di kiri yang dapat 364 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 disisipkan kata berada tersaebut. Proses in memperlihatkan “masih” adanya perlawanan rakyat khususnya pada sosok Diponegoro bahwa keterbatasan senjata, tidak menyurutkan tekad untuk melawan penjajah. Pada puisi 1943 eksistensi yang ingin disampaikan penyair adalah adanya racun (klausa 1) dalam diri rakyat Indonesia. Keberadaan racun dimaknai sebagai “penyakit” yang sudah mendarah daging, yaitu berupa penderitaan, kesengsaraan, belenggu, penindasan, keputusasaan, ketidakberdayaan, dan sebagainya. Sementara itu, dalam puisi KB proses eksistensial direalisasikan kata ada pada klausa 24 yang menggambarkan adanya perasaan hampa, sunyi, atau kosong karena perjuangan yang masih panjang. E. PENUTUP Hasil analisis di atas dapat disimpulkan sebagai berikut. Realisasi makna ideasional dalam ketiga puisi Chairil Anwar yang bertema patriotik didominasi oleh penggunaan proses relasional: atributif dan proses material. Selanjutnya, secara ditemukan penggunaan proses mental, proses perilaku (verbal dan mental), proses verbal, dan proses eksistensial. Penggunaan proses relasional-atributf yang dominan merefleksikan sikap penyair yang hendak mendeskripsikan secara detail mengenai sifat dan keadaan rakyat Indonesia pada masa itu yang penuh penderitaan sehingga seolah-oleh penyair hendak menyampaikan inilah “neraka” dunia sebagai akibat penindasan kaum penjajah (Belandan dan Jepang). Pada sisi lain, dominasi proses material memperlihatkan sikap “tidak mau tinggal diam” atau perlawanan secara konkret yang ditunjukkan untuk melawan segala bentuk penjajahan itu. Penggunaan proses mental, perilaku (verbal-mental), verbal, dan eksistensial yang tidak menonjol secara alamiah memperlihatkan karakteristik penyair dalam mengekspresikan sikap dan pandangannya. Dalam proses mental, misalnya, penyair sudah kurang begitu memedulikan lagi perasaannya karena luka yang sudah begitu dalam. Proses perilaku verbal-mental dan proses verbal menunjukkan bahwa segala pertimbangan akal sehat dan aspirasi meraka sudah tidak lagi dihargai, Sementara itu, proses eksistensial menunjukkan bahwa keberadaan mereka sangatlah terbatas dan tidak tampak karena segala sesuatu memang ditentukan oleh penjajah. Pendekatan sistemik fungsional melalui makna ideasional menunjukkan karakteristik yang kuat dari sosok Chairil Anwar dalam sikap, pandangan, dan ideologinya yang kuat terhadap tanah air. Menjadi bangsa yang mandiri dan berdaulat adalah cita-citanya di masa depan. Oleh karena itu, penderitaan rakyat yang dilihatnya selama ini (proses relasional) tidak bisa dibiarkan dan hanya dapat diselesaikan melalui perjuangan fisik yang nyata (proses material). Pemilihan leksis (bahasa yang terpilih) yang diekspresikan melalui puisi-puisi tersebut merefleksikan konteks sosial-kultural pada saat puisi itu diciptakan. . Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 365 DAFTAR PUSTAKA Bloor, Thomas dan Meriel Bloor. 2004. The Functional Analysis of English. ed. kedua. London: Arnold. Djatmika. 2012. Perilaku Bahasa Indonesia di dalam Teks Kontrak:dari Kacamata Linguistik Sistemik Fungsional. Surakarta: UNS Press. Eggins, Suzzane.2004. An Introduction to Systemic Functional Linguistics (2nd eddition). London-New York: Continum. Eneste, Pamusuk (editor).2015. Chairil Anwar: Aku Ini Binatang Jalang, Koleksi Sajak 1942 – 1949. (cet ke-2). Jakarta: Gramedia Pustaka Utama. Gerot, L dan Wignell. 1995. Making Sense of Functional Grammar; An Introductory Workbook. Cammeray: Gerd Stabler Antipodean Educational Enterprises. Halliday, M.A.K. dan Ruqaiyah Hasan. 1992. Bahasa, Konteks, dan Teks: Aspekaspek Bahasa dalam Pandangan Semiotik Sosial. Penerjemah: Asruddin Barori Tou dan penyunting: M Ramlan. Yogyakarta: Gadjah Mada University Press ____________.1994. An Introduction to Functional Grammar. London: Edward Arnold. Purnomo, Danang Try. 2014. “Makna Metafungsional Teks Artikel Opini: Studi Evaluatif dan Komparatif Pemberitaan Krisis Mesir Pascapelengseran Mursi dari Kursi Presiden pada Berbagai Media Massa Nasional Berdasarkan Linguistik Sistemik Fungsional.” (laporan tesis). Surakarta: Pascasarjana Universitas Sebelas Maret. Pradopo, Rahmat Djoko. 2012. Teori Pengkajian Puisi. (cet ke-12). Yogyakarta. Gadjah Mada University Press Santosa, Riyadi. 2003. Semiotika Sosial: Pandangan terhadap Bahasa. Surabaya. Pustaka Eureka dan JP Press. ___________. 2011. Logika Wacana: Analisis Hubungan Konjungtif dengan Pendekatan Linguistik Sistemik Fungsional. Surakarta: UNS Press Subroto, Edi. 2007. Pengantar Metode Penelitian Linguistik Struktural. (cet.1). Surakarta: UNS Press. Sudaryanto. 1993. Metode dan Teknik Analisis Bahasa: Pengantar Penelitian Wahana Kebudayaan secara Linguistik. Yogyakarta: Duta Wacana University Press Sutopo, H.B. 2006. Metodologi Penelitian Kualitatif: Dasar Teori dan Terapannyadalam Penelitian. Surakarta: Universitas Sebelas Maret Press. 366 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 LAMPIRAN Diponegoro Dimasa pembangunan ini Tuan hidup kembali Dan bara kagum menjadi api Di depan sekali tuan menanti Tak gentar. Lawan banyaknya seratus kali. Pedang di kanan, keris dikiri Berselempang semangat yang tak bias mati. MAJU Ini barisan tak bergenderang-berpalu Kepercayaan tanda menyerbu. Sekali berarti Sudah itu mati. MAJU Bagimu negeri Menyediakan api. Punah di atas menghamba Binasa di atas ditinda Sungguhpun dalam ajal baru tercapai Jika hidup harus merasai. Maju. Serbu. Serang. Terjang. Tipe proses dalam puisi Diponegoro (1943) Racun berada di reguk pertama Membusuk rabu terasa di dada Tenggelam darah dalam nanah Malam kelam-membelam Jalan kaku-lurus. Putus Candu. Tumbang Tanganku menadah patah Luluh Terbenam Hilang Lumpuh. Lahir Tegak Berderak Rubuh Runtuh Mengaum. Mengguruh Menentang. Menyerang Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 Kuning Merah Hitam Kering Tandas Rata Rata Rata Dunia Kau Aku Terpaku. (1943) Karawang-Bekasi Kami yang kini terbaring antara Karawang-Bekasi tidak bisa teriak "Merdeka" dan angkat senjata lagi. Tapi siapakah yang tidak lagi mendengar deru kami, terbayang kami maju dan mendegap hati ? Kami bicara padamu dalam hening di malam sepi Jika dada rasa hampa dan jam dinding yang berdetak Kami mati muda. Yang tinggal tulang diliputi debu. Kenang, kenanglah kami. Kami sudah coba apa yang kami bisa Tapi kerja belum selesai, belum bisa memperhitungkan arti 4-5 ribu nyawa Kami cuma tulang-tulang berserakan Tapi adalah kepunyaanmu Kaulah lagi yang tentukan nilai tulang-tulang berserakan Atau jiwa kami melayang untuk kemerdekaan kemenangan dan harapan atau tidak untuk apa-apa, Kami tidak tahu, kami tidak lagi bisa berkata Kaulah sekarang yang berkata Kami bicara padamu dalam hening di malam sepi Jika ada rasa hampa dan jam dinding yang berdetak Kenang, kenanglah kami Teruskan, teruskan jiwa kami Menjaga Bung Karno menjaga Bung Hatta menjaga Bung Sjahrir Kami sekarang mayat 367 368 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 Berikan kami arti Berjagalah terus di garis batas pernyataan dan impian Kenang, kenanglah kami yang tinggal tulang-tulang diliputi debu Beribu kami terbaring antara Karawang-Bekasi (1948) Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 THE USE OF CRITICIZING STRATEGIES IN ENGLISH AND JAVANESE LANGUAGES BY JAVANESE EFL LEARNERS: A COMPARATIVE STUDY SARI RACHMAWATI S200140008 MAGISTER OF LANGUAGE STUDY MUHAMMADIYAH UNIVERSITY OF SURAKARTA2015 A. Introduction In communication, sometimes people give negative evaluation as a criticism to others in several kinds of conditions. In order to convey their critiques, the speakers will try to find the best words in a best way so the listeners would not feel threaten. Here, the use of politeness strategy is regarded as the best way in order to fulfill the purpose in criticizing. The study on criticism is worth to be done as the act of criticizing is one of the act that highly potential to threaten the face of the hearers. Various strategies are expected and recommended to be used by the speakers in order to alleviate the threats. A criticism can be realized by either direct or indirect strategies. Following Blum-Kulka (1987), the directness level of a criticism in the present study was determined by the degree of illocutionary transparency, and thus the amount of effort needed to interpret the illocutionary point of this criticism. That is, it assumes that ‘‘the more indirect the mode of realization, the higher will be the interpretive demands’’ (Blum-Kulka, 1987: 133). The strategies used by speakers in criticism are varied, and they have strong relationship with the politeness strategies involved. So, how far the speakers vary their ways in criticism is going to be connected with their politeness strategies. This phenomenon is not only happen in English conversation, but also in other languages including in Javanese language. Even, Javanese language has more levels in politeness strategies in communication. The English speakers tend to convey criticism only in two ways, whether it directly or indirectly. They will perform this directly means that they say what they think about something directly without any hesitancy. Or they can use indirect utterances such in the form of questions in order to soften their criticism so that the hearers would not feel irritated. Whereas, the condition above is different if compare to Javanese culture; where criticism is regarded as a very sensitive form of communication. They will try to avoid this kind of communication, although the real condition is the contrary. If it is urgent, they will find the politest way in conveying their criticism and indirectly. The background extended above motivated this research to deeply dig into the use of criticizing strategies used by speakers in criticizing others, especially those for Javanese EFL learners compare to the criticizing strategies carried out by native 369 370 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 speakers of Javanese. Besides, the study also concerns with the use of politeness strategies used in English uttered by Javanese EFL learners and the politeness strategies applied in Javanese by native Javanese speakers. From the investigation, the results will be compared, whether they have the same politeness strategies or not. In overall, this research is focused on the investigation of the use of criticism strategies and politeness strategies used in criticizing performed by Javanese EFL learners and native Javanese speakers and the comparison of them. B. Theoretical Review a. Criticism (The Acts of Criticizing) Riekkinen (2009:18) confirms that criticism is an act that may cause Face-Threatening Act (FTA) because it expresses negative evaluation to the hearer. When a speaker employs criticism, he may threat the positive selfimage of the addressee. For that reason, a speaker cannot criticize directly to anyone because he must consider some basic rules of criticizing. Next discussion is about the crucial rules when a speaker criticizes hearer. The first point is the relationship between the speaker and the hearer. Tsui (1994:147) states that a speaker may not criticize others unless they know each other well. It implies a statement that a speaker may extend his criticism baldly if he has an intimate relationship with the hearer. This will be different when a speaker criticizes someone who has social distance with him. He may be more indirect since he considers about the distant relationship between him and the hearer. The second point is about the relative power of the speaker over the hearer. A speaker who has greater power tends to criticize the hearer directly. On the contrary, people having lower of power tend to use indirectness with people who have greater authority (Thomas, 1995:124). Classification of Criticism As assumed by Blum Kulka (1987:133) that “the more indirect the mode of realization, the higher will be the interpretive demands”; means that the level of directness of criticism is determined by the degree of illocutionary transparency. Following Nguyen’s investigation (2008), the acts of criticism are explained in the following taxonomy: Table 2.1 Taxonomy of Criticism According to Nguyen (2008) Type 1. Direct criticism: Characteristics Explicitly pointing out the problem with H’s choice/ actions/ work/ products, etc. Usually expressed via evaluative adjectives with negative meaning or evaluative adjective with positive meaning plus negation. a. Negative evaluation b. Disapproval c. Expression disagreement of Describing S’s attitude towards H’s choice, etc. Usually realized by means of negation word ‘‘No’’ or performatives “I don’t agree” or Examples “I think ah it’s not a good way to support to one’s idea (L), “Umm, that’s not really a good sentence” (NS). “I don’t like the way you write that (L). “I don’t quite agree with you with some points (.) about the conclusion”( L), Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 371 d. Statement of the problem e. Statement difficulty of f. Consequences 2. Indirect criticism: a. Correction b. Indicating standard c. Demand change for d. Request for change e. Advice change about “I disagree” (with or without modal) or via arguments against H. Stating errors or problems found with H’s choice, etc. “I don’t really agree with you (as strongly as) you put it here” (NS). “And there are some incorrect words, for example ‘‘nowadays” ( L), “You had a few spelling mistakes” (NS). Usually expressed by means of "I can’t understand” ( L), such structures as ‘‘I find it “I find it difficult to difficult to understand…” understand your idea” (L). “It’s difficult to understand…” who don’t— Warning about negative “Someone consequences or negative effects doesn’t agree with you (.) would straight away read of H’s choice, etc. for H himself or herself or for the that and turn off” (NS). public. Implying the problems with H’s choice/ actions/ work/ products, etc. by correcting H, indicating rules and standard, giving advice, suggesting or even requesting and demanding changes to H’s work/ choice, and by means of different kinds of hints to raise H’s awareness of the inappropriateness of H’s choice. Including all utterances which “safer” not “safe”, have the purpose of fixing errors comparison” ( L), “And by asserting specific alternatives you put “their” I think th-eto H’s choice, etc r-e” (NS) Usually stated as a collective obligation rather than an obligation for H personally or as a rule which S thinks is commonly agreed upon and applied to all. Usually expressed via such structures as “you have to”, “you must”, “it is obligatory that” or “you are required” or “you need”, “it is necessary” Usually expressed via such structures as ‘‘will you . . . ?”, “can you…?”, “would you…?” or imperatives (with or without politeness markers), or wantstatement. “Theoretically, a conclusion needs to be some sort of a summary” (L). “You must pay attention to grammar” (L), “You have to talk about your opinion in your summary’’ (L). “I still want you to consider some points” (L),”What I would have liked to have seen is like a definite theme from the start like you’re just TA:LKING about it” ( NS). Usually expressed via the “You should change it a little performative “I advise you…”, or bit.” (L). structures with “should” with or 372 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 f. Suggestion change for g. Expression uncertainty of h. Asking/ presupposing i. Other hints without modality. Usually expressed via the performative ‘‘I suggest that…” or such structures as “you can”, “you could”, “it would be better if” or “why don’t you” etc. “I think if you make a full stop in here the ah (.) this sentence is clear is clear” (L),”It could have been better to put a comma (.) so ah ((laugh))” (NS). there several Utterances expressing S’s “Are uncertainty to raise H’s awareness paragraphs ah not sure of the inappropriateness of H’s about the paragraphs” (NS). choice, etc. Rhetorical questions to raise H’s “Did you read your writing awareness of the again after you finish it?” inappropriateness of H’s choice, (L). etc. Including other kinds of hints that “I prefer a writing style did not belong to (h) and (i). May which are not too personal” include sarcasm. (L). b. Politeness Politeness theory is the theory that accounts for the redressing of the affronts to face posed by face-threatening acts to addressees. First formulated in 1978 by Penelope Brown and Stephen Levinson, politeness theory has since expanded academia’s perception of politeness. Politeness is the expression of the speakers’ intention to mitigate face threats carried by certain face threatening acts toward another (Mills, 2003:6). Another definition is "a battery of social skills whose goal is to ensure everyone feels affirmed in a social interaction". Being polite therefore consists of attempting to save face for another. There are four types of politeness strategies proposed by Brown and Levinson (1987, 68-71), including bald on record, negative politeness, positive politeness, and off-record-indirect strategy. In bald on record strategy, the speaker says what he wants to say without any politeness. In other words, the speaker does not attempt to minimize the threat to the hearer’s face. It is used mostly for the speaker who has intimate relationship with the hearer. For negative politeness strategy, Brown and Levinson (1987: 101) stated that positive politeness is designed to meet the face needs by performing an action like complimenting or showing concern for another person. Negative politeness is designed to protect to other person when face needs are threatened. Whereas, the off-record strategy or the indirect strategy is used when a speaker wants to does an FTA but he wants to avoid the responsibility in doing it Brown and Levinson, 1987:211). c. Politeness and Criticism Brown and Levinson (1987) assert that some speech acts intrinsically threaten positive and negative face of speakers and hearers or face-threatening acts (FTA). For example, disagreement and criticism threaten hearers’ positive face, while requests threaten hearers’ negative face. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 373 d. Javanese Values in Language In Javanese language, there are some principles and complex relationships in the use of language that also called as language levels (Errington, 1988). The “levels” are illustrated primarily in sets of lexical alternant (see table 2.3), although their differences are actually not only lexical. Table 2.3 Javanese “Language Levels” or “Speech Styles” (Errington 1988:90–1) KRAMA: MADYA: NGOKO: Gloss: Translation 1. menapa 2. menapa 3. napa 4. napa 5. apa 6. apa Question marker nandalem mundhut sekul panjenengan mendhet sekul sampéyan mendhet sekul sampéyan njupuk sega sliramu mundhut sega kowé njupuk sega you take rice Did you take that much rice? semanten semanten semonten semonten semono semono that much Although the Javanese “language levels” are often described as differing mainly in lexicon (sets of lexical alternants) and in some special affixes, Errington (1984:9) has pointed out that they also differ in prosody and morphophonemics, although these aspects have been little studied. C. Research Method Research method consists of the type of the research, object of the research, subject of the research, data and data source, technique of collecting data, data validity, and technique of analyzing data. 1. Research Type The research approach used in this study is descriptive comparative research. Isaac (1971:46) explains that the purpose of descriptive research is to describe the facts and the characteristics of interested area of population in a systematical, factual, and accurate procedure. In addition, descriptive research is the data base that purely descriptively accumulated. Thus, it is not essential explain relationships, test hypothesis, make predictions, or get at meanings and implications. 2. Research Object The object of the study in this research is the criticizing strategy in English and Javanese language used by Javanese EFL learners. 3. Research Subject For the concern of the present study, several Javanese EFL students studying at IAIN Salatiga and Universitas Muhammadiyah Surakarta will be randomly selected. The selection of the subjects was done on the basis of the following criteria: a) they are Javanese EFL students in the third or fourth year of graduate study, and the students in the postgraduate program b) they have studied English subject at least 6 years; and c) they agreed to be chosen as subjects of the study. Whereas, for native Javanese speakers, the criteria are a) they are Javanese and b) their average age is between 23-40 years old. The total respondents that 374 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 would be taken in doing the research are 60 respondents, which consist of 30 respondents from Javanese EFL learners and 30 respondents from native speakers of Javanese. 4. Data and Data Source The data are the criticizing strategies and the politeness strategies on criticizing used by the Javanese EFL learners and native speakers of Javanese. The data sources are taken from the utterances of the speakers as the respondents. As the source of data, utterances uttered by the speakers in their ways of criticizing will be examined by the writer from the form of discourse completion task. 5. Technique of Collecting Data The technique of collecting data used in this research is Discourse Completion Task (DCT). This is the technique where the researchers used as an instrument to elicit the data in interlanguage pragmatic studies. The writer took DCT as the method of data collection as it assumed as the most prevalent tool used in pragmatic studies, although there is still a great deal of controversy in it (Leech, 2014:252). DCT is not separated from Blum-Kulka’s influential research program called CCSARP (Cross-Cultural Speech Act Realization Project) that focused on the acts of requests and apologies. The members of certain cultural communities and the different languages speakers are compared on how they handled the same task of speech act production. The task used in this research was further known as DCT. Following Blum-Kulka’s theory, the forms of DCT has been developed by several researchers, such as MDCT or multiple-choice discourse completion tasks as explained by Brown (2001). 6. Technique of Analyzing Data Data analysis is the process of systematically searching and arranging the interview and understanding them and to the researcher to present what he has discovered to others (Bogdan and Bikllen 1998: 157). The steps of analysis are as follow: a. Data Collection In collecting the data, the writer collected them by questioning the Javanese EFL learners and native Javanese in the form of DCT. After the data was collected, they were compiled into a complete table of data. These data results also served in the attachment of the research. b. Identification In this section, the writer identified the respondents’ answers that will be examined from the results of data collection. The task is to determine the object of the research; those are the politeness strategy used in criticizing. c. Data reduction In data reduction, the researcher reduced data that do not fulfill the research targets. d. Classification The writer classified the data into several groups based on the language is used (English or Javanese) and from the background of the respondents, whether Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 375 they are graduate students or postgraduates. And the last, the researcher put the data that are collected in a separated list. e. Data Analysis Data analysis is the core of these processes in analyzing the data. The writer analyzed the politeness strategies used by the respondents both in English and Javanese language and classified them. This process is the deepening process of the classification of the research process. f. Drawing conclusions and Verification Finally, the writer concludes the research finding. This stage is the final part of conclusions and suggestions. D. Result On process E. Conclusion On process REFERENCES Anjarsari, S. (2011). Politeness Strategies of Criticizing: A Study on A Movie The Ugly Truth (Pragmatics Study). Surakarta: digilib.uns.ac.id. Austin J.L. (1962). How To Do Things With Words. New York: Oxford University Press. Ardiyani, Septiana. (2014). Interlanguage of Criticism by Indonesian Learners of English. Surakarta: digilib.uns.ac.id. Bach, Kent. 1994. Meaning and Communication. Retrieved from www.sfsu.edu on November 2015 at 5 PM. Bogdan, R. C & Biklen, S. K. (2003). Qualitative Research for Education: An Introduction to Theories and. Methods (4th ed.). New York: Pearson Education Group. Blum-Kulka, Shoshana. (1987). ‘‘Indirectness and politeness in requests: Same or Different?” Journal of Pragmatics11, 131–146. Brown, J.D. (2001). Pragmatics tests: Different purposes, different tests. In K. Rose & G. Kasper (Eds.), Pragmatics in Language Teaching, 301–325. Cambridge, UK: Cambridge University Press. Choyimah, Nurul. (2014). Disagreeing Strategies in University Classroom Discussions among Indonesian EFL Learners. International Journal of Linguistics,132-152. Faqih, G. (2013). Comparative Study on Politeness Strategy between Javanese and English Address System Found in Panyebar Semangat "Wahyu Mustika Aji" and Hello Magazine "Final Evidence": A Sociolinguistic Perspective. Purworejo: Unpublished. Hoa, H. T. (2007). Criticizing Behaviors by the Vietnamese and the American: Topics, Social Factors and Frequency. VNU Journal of Science, 141-154. 376 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 Isaac, Stephen, and Michael, William B. (1971). Handbook in Research and Evaluation. California: Edits Publishers. Johnson, Nat. (2007). A Consideration of Assessment Validity In Relation To Classroom Practice. Cambridge: Cambridge Assessment. Karyasuta, I Wayan Gede. (2015). Positive Politeness Strategies of Criticism in a Movie entitled "Fury". Denpasar: Unpublished. Kulka, B. (2000). Requests and Apologies: A Cross-Cultural Study of Speech Act Realization Patterns (CCSARP). Mc Milan, 196-213. Leech, Geoffrey N. (1983). Principles of Pragmatics. London: Longman Group Limited. Leech, Geoffrey N. (2014). The Pragmatics of Politeness. Oxford: Oxford University Press. Levinson, S. C. (1983). Pragmatics. Cambridge: Cambridge University Press. Mills, Sara. (2003). Gender and Politeness. Cambridge: Cambridge University Press. Nguyen, T. T. (2008). Criticizing in an L2: Pragmatic Strategies Used by Vietnamese EFL Learners. Intercultural Pragmatics, 41-66. Parker, Frank. 1999. Linguistics for Non-Linguistics. London: Taylor & Francis Ltd. Riekkinen, Niina. (2009). Softening Criticism: The Use of Lexical Hedges in Academic Spoken Interaction. Helsinki: Unpublished. Searle, John R. (1971), The Philosophy of Language. Oxford: Oxford University Press. Thomas, J. (1995). Meaning in Interaction: An Introduction to Pragmatics. London and New York: Longman. Victorina, Elvira. (2014). Teachers' Politeness Strategy in Criticizing Classroom Presentation. Salatiga: Unpublished. Wijayanto, A. (2013). The Emergence of the Javanese Sopan and Santun (Politeness) on the Refusal Strategies Used by Javanese Learners of English. The Internet Journal Language, Culture and Society, 34-47. Yanti, Y. (2008). Speech Act of Criticizing Used by Women and Men. Padang: Unpublished. Yule, George. (1996). Pragmatics. Oxford: Oxford University Press. Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 FEMALE VIOLENCE REFLECTED AT NAWAL EL SAADAWI’S WOMEN AT POINT ZERO (1983): A FEMINIST APPROACH Harsiti Helen Padang Rahayu [email protected] Graduate Program of Language Study, Muhammadiyah University of Surakarta Abstract The major problem of this study is how Female violence is reflected at Nawal E Saadawi Women at Point Zero (1983): A feminist Approach. The objective of this study is to analyze the novel based on the based on Femae violence uses feminist approach. The researcher uses descriptive qualitative research. The data of the research consists of primary data and secondary data. The primary data of the research is the Women at Point Zero novel and the secondary data of the research are other materials related of the study. The result to the study shows the following conclusion. Based on feminist approach, it shows that Women at Point Zero novel illustrates a Firdaus how a woman is able patriarchal culture, Firdaus as prostitution get oppression and violence, in the society. It is based on the reality in daily long-life story that women as Firdaus. In this reality this condition women in Mubarak Era, a women feels condition and situation patriarchal culture in Egypt Keyword: female violence, Firdaus, women at point zero, feminist approach A. INTRODUCTION Women at Point Zero is a novel by Nawal El Saadawi and he was published in 1983. The book was first published in London. It was the at major work of fiction to be produced by Nawal El Sadawi and translater by Sherif hitata. This novel is an Initially, Egyptian publishers rejected the book and the first edition was published in Lebanon in 1985. Woman at Point Zero has subsequently been published in twenty-two languages. The English language translation was originally published in 1983 by Zed Books Ltd. in London and Room 400 in New York. She began research on neurosis in Egyptian women, during which she met a doctor at Qanatir Prison who talked to her about the inmates, including a female prisoner who had killed a man and had been sentenced to hanging. Saadawi was interested in meeting the woman and visiting the prison, and her colleague arranged for her to conduct her research at Qanatir Prison in the autumn of 1974. Saadawi visited many women in the cell block and in the mental clinic and was able to conduct twenty-one in-depth case studies for her 1976 publication, Women 377 378 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 and Neurosis in Egypt, but Firdaus remained, a woman apart. Firdaus was executed in 1974, but she left a lasting impact on Saadawi, who said she could not rest until she'd written about Firdaus' story and finished the novel in one week. Saadawi describes Firdaus as a martyr and says she admires her because, "Few people are ready to face death for a principle. Later, when Saadawi was imprisoned in Qanatir in 1981 for political offenses, she reflected that she would find herself looking for Firdaus among the prison population, unable to believe that the woman who had inspired her so much was truly dead. The writer presents the previous study that deals with the study of this novel. There are others writers who conducted different studies of the women at point zero for their thesis. The thesis of charity Izzumi Isaka (2010) entitled the Situation of the Women in Patriarchal African society: A Study of Nawal El Saadawi’s God Dies by The Nile and Women at Point Zero. Fwangyil, Gloria Ada (2012) in his thesis entitled Cradle to Grave: an Analysis of Female Oppression in Nawal El Saadawi’s Woman at Point Zero. Priccilia Wulan Agustin (2011) in her thesis entitled Fighting Patriarchy Woment at Point Zero by Nawal El Saadawi. Christine Rene, in her thesis entitled A Study on Men’s Oppression and its Effect toward Firdaus which Leads to Her Search for Self Esteem in Nawal El Saadawi’s Women at Point Zero. Francesca Coin (2006) in her thesis entitled On the Condition of the Colonized Woman: the Nervous Conditions of Firdaus in Nawal El Saadawi’s Woman at Point Zero (1983), Giunti, Firenze 2001. The word feminist as a word gained widespread usage in the western world’s in the 1890s. “It emerged at this time as a way to identity individuals who supported not merely an increased public role women but also women’s right to define themselves as autonomous beings” (Mandell, 1995: 4). According to the Wood (2009: 3) feminism is defined as a movement for social, political, and economic equality of women and men. The other definition about feminism is centrally concerned with sex as an organizing principle of social life which is thoroughly saturated with power relations. B. RESEARCH METHOD In this research, the writer uses a qualitative research. The steps to conduct this research are determining the type of the study, the object of the study, data and data source, technique of data collection, and technique of data analysis. The object of the study Female Violence reflected at Nawal El Saadawi’s Women at Point Zero (1983) by using Feminist Approach. There are two data sources needed to do this research, namely: primary data sources and secondary data sources. The primary data sources are directed study Female Violence Women at Point Zero (1983) by Nawal El Saadawi. The secondary data sources are other sources related to the study, such as: website, Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 379 dictionary, some books that support the analysis. The technique of data analysis, the writer used take notes as the method of collection data in this research. The technique of data analysis is descriptive analysis. C. FINDING and DISCUSSION After analyzing this novel, the researcher found some research findings. The research findings will be discussed below. 1. Women’s Position The main character, Firdaus, a give up of male subordination is a symbol of a harassed and powerless woman in a society in which women have limited options. Firdaus is performance prototypes as a persecuted and lower-class female farmer image. While these descriptions point to the disturbing psychological effects and emotional injure inflicted by the different forms of male oppression represented in the text, they raise questions about the narrator’s dependability as an important narrative voice because of her extremely selfish language. Her closing words on men ring with a dim pessimism: “My life means their death. My death means their life (WAPZ, p.100). When one of his female children died, my father would eat his supper, my mother would wash his legs, and then he would go to sleep, just as he did every night. When the child that died was a boy, he would beat my mother, then have his supper and lie down to sleep (WAPZ, p.18). . My father never went to bed without supper, no matter what happened. Sometimes when there was no food at home we would all go to bed with empty stomachs. But he world never fail to have a meal. My mother would hide his food froum us at the bottom of one of the holes in the oven. He would sit eating alone while we watched him. One evening I dared to stretch out my hand to his plate, but he struck me a sharp blow over the back of my fingers (WAPZ, p.18-19). At the first time, women’s position in the society described in this novel is under man. As a child, Firdaus’s uncle uses any opportunity he has to exploit. Her aunt and uncle view her as a useless burden after her graduation, and marry her off to the elderly Sheikh Mahmoud. ‘Supposing she refuses’? ‘Why should she refuse him?... besides she has inherited nothing, and has 380 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 no income of her own. We will never find a better husband for her than Sheikh Mahmoud’ ‘Do you think Sheikh Mahmoud will welcome the idea?’ ‘If I speak to him I am sure he will agree. I intend to ask him for a big dowry.’ ‘How much?’ ‘A hundred pound or perhaps even two hundred if he has the money.’ ‘If he pays a hundred pound then Allah will indeed have been generous to us and I would not be greedy to ask for more.’ ‘I will start with two hundred. You know he is a man who can argue for hours over five millimes and kill himself over a piaster.’ ‘If he pays one hundred pounds that will be sufficient blessing from Allah. I will be able to pay my debt and buy some underwear as well as a dress or two for her’(WAPZ, p.37). And then after Firdaus married with Sheikh Mahmoud, Firdaus to show that women’s position still under man in advance. But Firdaus get oppression lives with Sheikh Mahmoud. The day came when I depart from my uncle’s house and live with Sheikh Mahmoud. Now I slept on a comfortable bed instead of the wooden couch. But no sooner did I stretch out my body on it to rest from the fatigue of cooking, and washing and cleaning the large house with its rooms full of furniture, than Sheikh Mahmoud would appear by my side. He was already over sixty, whereas I had not yet turned nineteen (WAPZ, p.43). On one occasion he hit me all over with his shoe. My face and body became swollen and bruised. So I left the house and went to my uncle. But my uncle told me that all husbands beat their wives, and my uncle’s wife added that her husband often beat her. I said my uncle was a respected Sheikh, well versed in the teachings of religion, and he, therefore, could not possibly be in the habit of beating his wife. She replied that it was precisely men well versed in their religion who beat their wives. The precepts of religion permitted such punishment. A virtuous women was not supposed to complain about your husband. Her duty was perfect obedience (WAPZ, p.44). Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 381 Firdaus reflected figure in the women power stronger in this novel. But, Firdaus has a feeling that a woman was powerless. In this situation Firdaus gives a say about this not good from policemen. At the first I could see nothing, but a moment later I glimpsed a policemen approaching in the dark. He came right up to me, caught me by the arm, and said: ‘Where are you doing?’ ‘I don’t know.’ ‘Will you came with me?’ ‘where to?’ ‘To my house.’ ‘No... I have no trust in men any more.’ I opened my small bag, and showed him my secondary school certificate. I told him I was looking for a job with my secondary, or even with my primary school certificate. That if Idid not find something this way, I was prepered to do any work. He said, ‘ I’II pay you. Don’t think I want to have you for nothing. I am not a like Policemen. How much do you want?’ ‘How much do you I want? I don’t know.’ ‘Don’t play game with me, and don’t try to haggle with me either, or I’II take you off to the police station (WAPZ, p. 62). 2. Women’s Role In the context of the Women at Point Zero, Nawal El Saadawi creates a major Character named Firdaus as a figure a women. Living wage in men domination, women usually are limited to do the whole thing that they can. Women that’s their disabilities are unspecified not capable to full be taking and partnership role. It means that women are always associated with domestic role: their roles as daughter, wife, and mother. Women public role a women decides to work external the house they will face many form of oppression from their husband or father and from the government in that place. Another character is Firdaus’s father. He signifies the severity of the unlimited powers men have in patriarchal societies. He is presented as an insensitive and an abused man who would do anything to wield power in the home. 382 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 In summer I would see her sitting at his feet with a thin mug in her hand as she washed his legs with cold water. When I grew a little older, my father put the mug in my hand and taught me how to wash his legs with water. (WAPZp.16) Firdaus give injustice from Uncle. Uncle Firdaus attend classes in E Azhar, and study at a time when Firdaus was still a child and had no yet learned to read or write. When my uncle would clamber into the train, and bit me farewell, I would cry and beg him to take witj him to Cairo. But my uncle would ask, ‘What will you do in Cairo, Firdaus?’ And I would reply: ‘I will go to El Azhar and study like you’ Then he would laugh and exxplain that El Azhar was only for men. And I would cry , and hold on to his hand, as the train started to move.but he would pull it away with a force and suddenness that made me fall flat on my face (WAPZ, p.16). . For a long time, Firdaus had qualified “self-definition” as a problem. Self expansion was an unfilled view for Firdaus. For most of her life, Firdaus had been treated as an object. She had been sexually physically abused as a kid, as a wife, and as a prostitute. Her uncle molested her and arranged her marriage. Her husband used her body as an object for his own hunger. Like a hungry man who cleans the dish, Firdaus’ body was her husband’s food. In this live with Sheikh Mahmoud, Firdaus be hard done by Sheikh Mahmoud as servant. One day hit me with his heavy stick unti the blood ran from my nose and ears. So, I left, but this time I did not go to my uncle’s house. I walked through the streets with swollen eyes, and a bruised face, but no one paid any attention to me (WAPZ, p.45). The behavior of Sheik Mahmoud is a pointer to the fact that any society which tries to forbid or reject women their rights ends up achieving nothing but a crowd of ills and problems that have in trouble their societies to the lowest of the low, in the form of pain and desertion on the part of women. Therefore it could be said that pain and abandonment associated with rejection is often the result of such relationships and not the happiness Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 383 that it is supposed to create for both social gathering concerned in the marriage. Her come backs to her uncle’s house hopeful to find support but when Firdaus complains, her uncle simply tells her that "all husbands beat their wives” (WAPZ, p.69) and her uncle's wife disclose to being flattened often. Her aunt tells her: "A virtuous woman is not supposed to complain about her husband. Her duty is perfect obedience.”(WAPZ, p.70).Firdaus cannot believe this and argues with her: "I said my uncle was a respected Sheikh, well versed in the teachings of religion, and he, therefore, could not possibly be in the habit of beating his wife."(WAPZ, p.71) However, her aunt replies ironically that it was "precisely men well versed in their religion who beat their wives. The precepts of religion permitted such punishment."(WAPZ, p.72). 3. Women’s Right Women’s right is the importance of education for women. Education imparts knowledge, discernment, exposure and self esteem. El Saadawi shows how much Firdaus struggles to be educated and how as often, she was frustrated. Firdaus give injustice from Uncle. Uncle Firdaus attend classes in E Azhar, and study at a time when Firdaus was still a child and had no yet learned to read or write. When my uncle would clamber into the train, and bit me farewell, I would cry and beg him to take witj him to Cairo. But my uncle would ask, ‘What will you do in Cairo, Firdaus?’ And I would reply: ‘I will go to El Azhar and study like you’ Then he would laugh and explain that El Azhar was only for men. And I would cry , and hold on to his hand, as the train started to move. But he would pull it away with a force and suddenness that made me fall flat on my face (WAPZ, p.16). Firdaus was not yet nineteen when she was married to Sheikh Mahmoud, an over-sixty, physically hideous man with a tumor on his lip. Her uncle arranged her marriage, and made sure that Firdaus would serve her husband dinner, cook for him, and share his bed and his familiarity. Throughout her marriage, Firdaus was often abused and punished. On many occasions her husband would hit her violently. One time he punished her for throwing away a little piece of food. 384 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 Firdaus becomes the reactive agent in a study about her in which she is rendered irrelevant and therefore her voice is silenced. Unspoken and reactive, she is leaved an object, hence allowing her uncle and his wife to make decisions for her. By deciding what Firdaus needs, even in a most personal way, her uncle, a respected sheik and his wife do not only humiliate her but also are opposed to the natural rights of individuals to be free of any form of subjugation. One day he hit me with his heavy sticks until the blood ran from my nose and ear. So, I left, but this time I did not go to my uncle’s house. I walked through the streets with swollen eyes, and a bruised face, but no one paid any attention to me. People were rushing around in buses and in cars, or on foot. It was as though they were bind, unable to see anything. The street was an endless expanse stretched out before my eyes like a sea. I was just a pebble thrown into it, battered by the waves, tossed here and there, rolling over and over to be abandoned somewhere on the shore. After some time I was worn not out by walking, so I sat down to rest on an empty chair that I suddenly came upon placed upright on the pavement (WAPZ, p. 45). Living wage on the road was a new form of liberty for Firdaus. Lastly she could buy her own food. She could eat from a plate where no one had already eaten before. She could say no male right. But she had to make her living by promotion herself as a prostitute. The preposterous posture taken and the double moral standards of society are demonstrated in the character of government officials who patronize prostitutes. The absurdity such public figure personifies, generous nothing to people like Firdaus in terms of self-respect yet expecting something from her body is disparage. Firdaus explains how a president sends his body guard to lure her for him: Once he offered me money, on another occasion, he threatened me with prison, on still a third; he explained to me that refusing a head of state could be looked as an insult to a great man and lead to strained relations between the two countries. He added that if I really loved my country, if I were a patriot I would go to him at once. (WAPZ, p.98). Important personalities want prostitutes in their bed like any common pimp would do and yet a talk in dignified tone of patriotism and moral principle is used. It is made to seem as if “where national duty was Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 385 concerned, a prostitute is awarded the highest honour and murder could become an act of heroism.” (WAPZ, p.99) Firdaus becomes a rich and successful as prostitute, she draws the wicked notice of a man who wants to exploit her work in exchange for protection. Firdaus describes her relationship to her pimp as the relationship of a slave to a master: Firdaus had to work for him for days and nights without pay. He would take her money and hold her prisoner. “You will never leave me”, he threatened her (WAPZ, p. 95). Firdaus could not conceal from him. She could not get away. The killing of the pimp has a liberating effect on Firdaus: such violent action was Firdaus’ first action as a subject. Almost a symbolic act for Firdaus’ emancipation, such violent, oppression, subjugation action presented her freedom, and it allowed Firdaus to find her own identity. 4. Women’s Participation In this Novel Women at Point Zero, this situations about the novel. Firdaus gets nature power for long-life. Firdaus has a spirits and powers. Although Firdaus loves education, she is denied access to it because it is regarded as the sole preserve of the men. Sometimes I imagined that I would become a doctor, or an engineer, or lawyer or a judge. And one day the whole school went out on the streets to join a big demonstration against the government. Suddenly I found myself riding high up on the shoulders of the girls shouting, ‘Down with government.’ When I got back to school my voice was hoarse, my hair in disarray, and my clothes were torn in several places, but all through the night I kept imagining myself as a great leader or head of state (WAPZ, p.25). Firdaus knows that women did not become heads of the state. She was discovered these entire rulers were man. Firdaus cannot an opportunities to work about with the government. I knew that women did not become heads of state, but I felt that I was not like other women, nor like the other girls around me who 386 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 kept talking about love, or about men. For these were subject I never mentioned. Somehow I was not interested in the things that occupied their minds, and what seemed of importance to them struck me as being trivial (WAPZ, p.25). I discovered that all theses rulers were men. What they had in common was an avaricious and distorted personality, am neverending appetite for money, sex and unlimited power. They were men who showed corruption on the earth, and plundered their peoples, men endowed with loud voices a capacity for persuasion, for choosing sweet words and shooting poisoned arrows. Thus, the truth about them was revealed only after their death, and as a result I discovered that history tended to repeat itself with a foolish obstinacy (WAPZ, p.27). Firdaus becomes a rich and successful as prostitute, she draws the wicked notice of a man who wants to exploit her work in exchange for protection. Firdaus describes her relationship to her pimp as the relationship of a slave to a master: Firdaus had to work for him for days and nights without pay. He would take her money and hold her prisoner. “You will never leave me”, he threatened her (WAPZ, p. 95). Firdaus could not hide from him. She could not escape. He would beat her and abuse her. On a lonely night, exasperated by abuse and despair, Firdaus raises her hands against him and penetrates his body with a knife. I raised the knife and buried it deep in his neck, pulled it out of his neck and then thrust it deep into his chest, pulled it out of his chest and plunged it deep into his belly. I stuck the knife into almost every part of his body. I was astonished to find how easily my hand moved as I thrust the knife into his flesh, and pulled it out almost without effort (WAPZ, p. 95). 5. Female Violence A child, uncles uses any opportunity he has to exploit her sexually. While she is manipulate dough to heat for family use, her uncle, under the guise of reading a book, rubs her thighs and gradually moves Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 387 upwards to her private part. He only stops when he hears a sound or movement and ‘I would watch them as they continue to press against my thighs with a grasping almost brutal insistence” (WAPZ, p.13) when silence is restored to the situation. She pronounced the last word and then immediately dropped fast sleep. My eyes remained wide open, staring into the darkness. Slowly, distant, half-forgotten images started to emerge from the night. I saw Mohammadatain lying on a bed of straw under to open seller. The smell of the straw crept up my nose, and the touch of his finger moved over my body. My whole my body shuddered with a far away yet familiar pleasure arising from some unknown source, from some indefinable spot outside my being. And yet I could feel it somewhere in my body, a gentle pulsation beginning like a tender pleasure, and ending like a tender pain. Something I tried to hold on to, to touch if only for a moment, but it slipped away from me like the air, like an illusion, or a dream that floats away and is lost. I wept in my sleep as though it was something I was losing now: a loss I was experiencing for the first time and not something I had lost a long time ago (WAPZ, p.26). This understanding is masterminded by her uncle’s wife who complains that ‘the house is too small and life is expensive. She eats twice as much as any of our children‟ (WAPZ, p.35 ). This is in spite of Firdaus obvious importance to the house in supporting with the daily are domestic household tasks. Although she runs from the house when she overhears this plan, she returns home to be married to Sheik Mahmoud when she discovers that the society she belongs to does not have a safe haven for children who require parental be in love with, be concerned, and security, and whose human rights are violated. She later suffers physical, emotional and verbal abuse in her wedding. She is forced to marry an old man and goes throughout embarrassing experiences. After Firdaus suffers a cruel beating in the hands of Shiek Mahmoud, her husband, she runs to her uncle for support. On one occasion he hit me all over with his shoe. My face and body became swollen and bruised. So I left the house and went to my uncle. But my uncle told me that all husbands beat their wives, and my uncle’s wife added that her husband often beat her. I said my uncle was a respected Sheikh, well versed in the teachings of religion, and he, therefore, could not possibly be in the habit of beating his wife. She replied that it was precisely men well versed in their religion who beat their wives. The precepts of religion permitted such punishment. A virtuous woman was not supposed to complain about your husband. Her duty was perfect obedience (WAPZ, p.44). 388 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 a. Prostitution Firdaus is a famous prostitute that hates men, kings, princes and rulers, gender and class oppressors. Her parents passed away when she was a young person, and after their death she was sent to live with her protective uncle in Cairo. After Firdaus run away to the streets from her husband’s violence, she meets Bayoumi, a coffee shop owner. He initially offers to help Firdaus and shows her kindness and care. He accommodates her in his apartment and provides her crucial wants. When Firdaus expresses the wish to get a job instead of sitting at home all day, this is how she expresses her worrying experience in the hands of Bayoumi: He jumped up and slapped me on my face… His hand was big and strong and was the heaviest slap I had ever received on my face… The next moment he hit me with his fist in the belly until I lost consciousness immediately (WAPZ, p.51). In order to make sure that Firdaus does not run away from the house, Bayoumi locks her in the room until he returns from his coffee shop. A neighbor helps her to escape by calling a carpenter to break the door. While on the streets, she meets Sharifa Salah el Dine, an old professional prostitute, and is introduced to prostitution. In spite of being a prostitute, Firdaus is sexually abused by men from all walks of life. Sharifa said to me one day, ‘Neither Bayoumi, nor any of his cronies realized your worth, because you failed to value yourself highly enough. A man does not know a women’s value, Firdaus. She is the one who determines her value. The higher you price yourself, the more he will realize what you are really worth, and be prepared to pay with the means at his disposal (WAPZ, p. 55). She suffers this persecute daily until she decides to run away. Although Firdaus resorts to prostitution in order to free her from man’s control and sexual exploitation. Still as a prostitute, Marzouk, a pimp, pressures Firdaus. He tells her that ,every prostitute has a pimp to Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 389 protect her from other pimps, and from the police….You cannot do without protection, otherwise the profession exercised by husbands and pimps would die out… I may be obliged to threaten’ (WAPZ,p.92) Firdaus. I thought I had escaped from men but the man who came this time practiced a well known male profession. He was a pimp. I thought I could buy him off with a sum of money, the way I did with the police. But he refused the money and insisted on sharing my earnings. I went to the police only to discover that he had more connections than I. Then I had recourse to legal proceedings, I found out that the law punishes women like me, but turns a blind eye to what men do (WAPZ, p.92). b. Sexual Harassment After Firdaus tries to protect her without success, she agrees to share her earnings with Marzouk and he takes the larger share. he was a dangerous pimp who controlled a number of prostitutes, and I was one of them. He had friends everywhere, and in all professions, on whom he spent his money generously. He had a doctor friend to whom he had recourse if one of the prostitutes became pregnant and needed an abortion, a friend in the police who protected him from raids, a friend in the courts who used his knowledge and position to keep him out of trouble and release any of the prostitutes who found herself in goal, so that she was not held up from earning money for too long. I realized that I was not nearly as free as I had hit her to imagined myself to be. I was nothing but a body machine working day and night so that a number of men belonging to different professions could become immensely rich at my expense. I was no longer even mistress of the house for which I had paid with my sweat (WAPZ, p.94). Firdaus, first leaves prostitution and begin working in a company, some of the men in the company to sleep with her. The other female workers succumb to the pressures from the men in order to gain positive discrimination. word went round that I was a honorable woman, a highly respected official, in fact the most honorable, and the most highly considered of all the female officials in the company. It was also said that none of the men had succeeded in breaking my pride and that not a single high ranking official had been able to make me bow my head, or lower my head to the ground (WAPZ, p.76). 390 Seminar Nasional Kajian Bahasa dan Pengajarannya (KBSP) IV 2016 c. Rape and Sexual Assault In spite of the fact that Firdaus is raped and sexually exploited by Bayoumi, he also allows his friends to abuse her sexually. He took a locking me in the flat before going out. I now slept on the floor in the other room. He would come back in the middle of the night, pull the cover away from me, slap my face, and then bear down on me with all his weight. I kept my eyes closed and abandoned my body. It lay there under him without movement, emptied of all desire, or pleasure, or even pain, feeling nothing. A dead body with no life in it at all, likes a piece of wood, or an empty sock, or a shoe. Then one night his body seemed heavier than before, and his breath smelt different, so I opened my eyes. The face above me was not Bayoumi (WAPZ, p.50). D. Discussion The analysis of the main character, Firdaus, a give up of male subordination is a symbol of a harassed and powerless woman in a society in which women have limited options. Women’s position in the society described in this novel is under man. As a child, Firdaus’s uncle uses any opportunity he has to exploit. Her aunt and uncle view her as a useless burden after her graduation, and marry her off to the elderly Sheikh Mahmoud. And then after Firdaus married with Sheikh Mahmoud, Firdaus to show that women’s position still under man in advance. But Firdaus get oppression lives with Sheikh Mahmoud. In the context of the Women at Point Zero, Nawal El Saadawi creates a major Character named Firdaus as a figure a women. Living wage in men domination, women usually are limited to do the whole thing that they can. Women that’s their disabilities are unspecified not capable to full be taking and partnership role. It means that women are always associated with domestic role: their roles as daughter, wife, and mother. Women public role a women decides to work external the house they will face many form of oppression from their husband or father and from the government in that place. E. CONLUSIONS After analyzing Women at Point Zero novel, the researcher describes the folowing conclusion. Based on feminist Approach, it shows that Women at Point Zero novel illustrates a Firadaus how a woman is able patriarchal culture, Firdaus as prostitution and get sexual harassment
